胜任力导向和功能定向的中小学融合教育教师培训课程体系构建研究

doi:10.3969/j.issn.1006-9771.2025.05.006

《中国康复理论与实践》 ›› 2025, Vol. 31 ›› Issue (5): 539-547.doi: 10.3969/j.issn.1006-9771.2025.05.006

胜任力导向和功能定向的中小学融合教育教师培训课程体系构建研究

武爱红¹^,², 张青¹^,²(), 吴佳洺³, 谢俊霞²^,⁴, 武砀¹^,²

1.邯郸学院特殊教育学院，河北邯郸市 056005
2.河北省特殊教育协同创新中心，河北邯郸市 056005
3.韩国秋溪艺术大学，韩国首尔市 03746
4.邯郸学院教育学院，河北邯郸市 056005

收稿日期:2025-04-13 修回日期:2025-04-17 出版日期:2025-05-25 发布日期:2025-05-26
通讯作者: 张青(1975-)，女，汉族，河北邯郸市人，博士，副教授，主要研究方向：特殊儿童早期干预、听觉言语语言康复、教育与康复融合、ICF。E-mail：zhangqing555@126.com
作者简介:武爱红(1980-)，女，汉族，河北邯郸市人，硕士，讲师，主要研究方向：特殊教育教师发展。
基金资助:
1.2024年度河北省社会科学发展研究课题(202402029);2.邯郸市哲学社会科学规划研究课题(Q2024453);邯郸市哲学社会科学规划研究课题(2024038)

Construction of a competency-based and functioning-oriented training curriculum system for inclusive education teachers in primary and secondary schools

WU Aihong¹^,², ZHANG Qing¹^,²(), WU Jiaming³, XIE Junxia²^,⁴, WU Dang¹^,²

1. Special Education School, Handan University, Handan, Hebei 056005, China
2. Hebei Special Education Collaborative Innovation Center, Handan, Hebei 056005, China
3. Chugye University for the Arts, Seoul 03746, Korea
4. Education School, Handan University, Handan, Hebei 056005, China

Received:2025-04-13 Revised:2025-04-17 Published:2025-05-25 Online:2025-05-26
Contact: ZHANG Qing, E-mail: zhangqing555@126.com
Supported by:
Project of Social Science Development in Hebei Province 2024(202402029);Handan Philosophy and Social Sciences Plan Project(Q2024453);Handan Philosophy and Social Sciences Plan Project(2024038)

摘要/Abstract

摘要：

目的基于世界卫生组织《国际功能、残疾和健康分类》(ICF)和康复胜任力架构(RCF)，构建胜任力导向和功能定向的中小学融合教育教师培训课程体系。
方法参照联合国教科文组织和欧盟融合教育相关政策文件，根据中国《“十四五”特殊教育发展提升行动计划》等国家政策文件，运用RCF和ICF，系统分析中小学融合教育教师所需的核心胜任力，构建胜任力导向和功能定向的融合教育教师培训课程体系。
结果融合教育背景下中小学教师的核心胜任力由4个维度构成。在专业认同与伦理维度，教师需要建立坚定的融合教育价值观，能够运用ICF框架全面理解学生的功能表现和发展需求。在融合性教学与支持实践维度，强调基于功能评估的包容性教学设计能力，包括灵活运用通用设计原则、创设无障碍学习环境以及实施多元评估。在协同合作与沟通维度，要求教师善于构建家庭-学校-社区支持网络，并具备跨专业团队协作的沟通技巧。在持续反思与专业发展维度，关注教师的持续学习与专业成长。基于这一胜任力模型，研究构建了包含理念与基础、教学与支持核心技能、协作与拓展、实践反思与研究4大模块的课程体系。
结论基于ICF和RCF，建立了胜任力导向和功能定向的培训课程体系，为提升我国融合教育师资质量提供了理论架构和实践路径。

关键词: 融合教育, 教师胜任力, 教师培训课程体系, 康复胜任力架构, 国际功能、残疾和健康分类

Abstract:

Objective To construct a competency-based and functioning-oriented training curriculum system for inclusive education teachers in primary and secondary schools based on World Health Organization International Classification of Functioning, Disability and Health (ICF) and rehabilitation competency framework (RCF).
Methods Based on the policy documents of inclusive education from United Nations Educational, Scientific and Cultural Organization and the European Union, and aligning with China's national policies such as the 14th Five-Year Plan for Special Education Development and Improvement, this study systematically analyzed the core competencies required for primary and secondary inclusive education teachers using ICF and RCF, and developed a competency-based and functioning-oriented training curriculum system.
Results The core competencies for primary and secondary school teachers encompassed four dimensions under the context of inclusive education. In the dimension of professional identity and ethics, teachers needed to establish inclusive education values and be able to use ICF to comprehensively understand students' functioning performance and developmental needs. In the dimension of inclusive teaching and support practices, it was emphasized the ability for inclusive instructional design based on functioning assessment, including applying universal design for learning, creating barrier-free learning environments and implementing multiple assessments. In the dimension of collaboration and communication, it was needed to build home-school-community support networks and possess communication skills for interprofessional teamwork. In the dimension of continuous reflection and professional development, it was focused on teachers' continuous learning and professional growth. A curriculum system comprising four major modules including concepts and foundations, core skills for teaching and support, collaboration and expansion, and practical reflection and research were constructed based on this competency model.
Conclusion Based on ICF and RCF, a competency-based and functioning-oriented training curriculum system has been established, providing a theoretical framework and practical pathway for improving the quality of inclusive education teachers in China.

Key words: inclusive education, teacher competency, teacher training curriculum system, rehabilitation competency framework, International Classification of Functioning, Disability and Health

中图分类号:

R494

武爱红, 张青, 吴佳洺, 谢俊霞, 武砀. 胜任力导向和功能定向的中小学融合教育教师培训课程体系构建研究[J]. 《中国康复理论与实践》, 2025, 31(5): 539-547.

WU Aihong, ZHANG Qing, WU Jiaming, XIE Junxia, WU Dang. Construction of a competency-based and functioning-oriented training curriculum system for inclusive education teachers in primary and secondary schools[J]. Chinese Journal of Rehabilitation Theory and Practice, 2025, 31(5): 539-547.

图/表 2

表1

融合教育教师核心胜任力的结构与内容"

一级维度(融合领域)	二级维度(胜任力要素)	核心内涵描述(体现教育与康复/支持理念的融合)
A.专业认同与伦理(融合价值观与信念的体现)	A1. 内化融合教育核心价值观与职业伦理	坚定全纳、公平的教育信念^[26-27]，视多样性为常态坚守专业伦理^[6,18]，维护所有学生权利对学生潜能持积极期望^[28]
A.专业认同与伦理(融合价值观与信念的体现)	A2. 整合视角理解学生功能与发展多样性	掌握发展规律，并运用ICF框架深入理解功能(活动/参与)对学生的具体影响及潜在康复/支持需求^[7] 认识到功能表现是个体与复杂环境(含教育与社会环境)互动的结果(ICF和RCF)
B.融合性教学与支持实践(融合教育教学与康复支持原则的专业实践)	B1. 设计与实施基于功能需求的包容性教学	整合教育学原则与康复/支持理念，运用学习的通用设计和差异化策略^[29] 教学设计基于对学生功能和学习情境的评估，促进学习与功能发展；体现循证的专业实践^[30]
	B2. 创设促进功能发展的学习与活动环境	营造安全、包容的心理环境^[31] 基于ICF环境因素分析，识别并调整物理、教学及社会环境，创设促进学生活动与参与(ICF)的支持性条件^[7]
	B3. 运用多元评估指导教学与个别化支持	掌握服务于学习的多元评估方法^[32] 进行基于ICF的功能性评估，识别教育及相关支持需求有效利用评估结果制定和调整教学及IEP 评估过程体现专业实践(RCF)的严谨性
C.协同合作与沟通 (融合跨领域合作能力)	C1. 构建基于信任的家庭-学校-社区协同关系	与家长和社区建立合作，有效沟通；运用ICF作为桥梁与家长讨论学生功能与支持需求整合家庭与社区资源，共同促进学生发展
C.协同合作与沟通 (融合跨领域合作能力)	C2. 开展高效的跨学科/跨领域团队协作	理解并尊重教育、康复等不同专业角色与视角^[15-16] 熟练运用ICF作为跨专业通用语言，参与评估、决策与服务协调具备在团队中进行有效沟通与协作的管理与领导力(RCF领域部分体现)
D.持续反思与专业发展(融合学习、研究与倡导意识)	D1. 驱动持续学习与专业发展	主动整合教育与相关支持领域(如康复、心理)的新知识、新技能，体现学习与发展(RCF)要求对新技术、新方法保持开放
	D2.践行循证反思与实践改进	对融合教育教学与支持实践进行批判性反思，评估其在复杂个体和教育情境下的有效性^[7] 具备运用行动研究等方法改进实践的研究(RCF)意识
	D3. 履行专业责任与适度倡导	恪守伦理，为学生最大利益在复杂情境(RCF)中负责任地行动必要时能基于专业判断，为学生获得合理资源与支持或为改善融合教育环境进行沟通与倡导(RCF)

表1

表2

融合教育教师胜任力导向的培训课程体系"

课程模块	核心目标	主要课程/内容单元	核心胜任力	教学/学习方式建议
理念与基础模块	奠定融合教育价值观、伦理基础，掌握理解学生功能多样性的整合视角	融合教育原理、政策法规与伦理(含价值观在复杂情境中的应用讨论,关联RCF情境/复杂性主题) 儿童发展心理学(整合特殊发展与功能视角) ICF框架详解与功能性评估导论(强调在教育和支持情境中的应用) 跨领域视角导论(教育、健康与康复系统简介，含RCF理念介绍)	A1、A2、D3 (部分伦理与倡导)	讲授、政策解读、伦理案例研讨、小组讨论、ICF应用练习、跨领域专家讲座
教学与支持核心技能模块	培养设计与实施整合性教学、评估与支持的核心能力	包容性教学设计：整合通用设计、差异化与功能支持策略 (基于ICF评估结果) 积极行为支持与包容性课堂环境创设(关注功能需求与环境改造) 基于ICF的功能性评估与多元评价(服务于教学与支持决策) IEP的协同制定与管理(强调跨专业合作与功能性目标)	B1、B2、B3、C2 (部分协作)	理论讲授、工作坊、大量案例分析(含跨领域需求案例)、通用设计/差异化教学设计演练、方案设计、ICF评估工具介绍与练习、IEP模拟制定与评审、微格教学
协作与拓展模块	提升家庭-学校-社区协同、跨专业合作及运用专门策略与技术的能力	特殊教育需求专题研讨(聚焦教育与支持策略整合) 家庭-学校-社区协同：建立伙伴关系与资源整合(强调基于功能的沟通) 跨专业协作实务：理解不同专业角色(含康复领域RCF)，学习团队工作与沟通技巧，运用ICF作为通用语言辅助技术在融合教育与支持中的应用	A2(深化)、C1、C2、B1 (部分策略)	专题讲座、角色扮演(如模拟IEP会议、家校沟通)、跨专业团队案例分析、社区资源调研、辅助技术展览与体验、小组项目
实践反思与研究模块	在真实复杂情境中综合运用、反思和提升融合性胜任力	融合教育实践观察与分析 (关注教学、支持与协作的整合) 融合教育实习(强调在复杂情境下应用整合策略、进行功能性评估、参与跨专业合作) 循证反思与行动研究 (聚焦实践改进，体现RCF研究意识) 专业发展档案与伦理决策反思(记录成长，反思在复杂情境中的价值判断与行动)	A、B、C、D (综合)	融合学校现场观察与实习、双导师(校内+高校)指导、实习反思日志(含伦理困境分析)、行动研究设计与实施、专业培训档案构建与展示、案例督导、跨专业实习体验(如可能)

表2

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胜任力导向和功能定向的中小学融合教育教师培训课程体系构建研究

Construction of a competency-based and functioning-oriented training curriculum system for inclusive education teachers in primary and secondary schools

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