近年來我國學(xué)前融合教育研究綜述

近年來我國學(xué)前融合教育研究綜述一、本文概述Overviewofthisarticle近年來，隨著我國社會(huì)的快速發(fā)展和教育改革的不斷深化，學(xué)前融合教育逐漸成為教育領(lǐng)域的重要議題。學(xué)前融合教育，即將有特殊教育需求的兒童與普通兒童一同納入學(xué)前教育體系，實(shí)現(xiàn)教育資源的共享和教育機(jī)會(huì)的平等。這種教育模式不僅有助于提升特殊兒童的社會(huì)融入能力，也有助于培養(yǎng)普通兒童的同理心和包容心。Inrecentyears,withtherapiddevelopmentofChinesesocietyandthecontinuousdeepeningofeducationreform,integratedpreschooleducationhasgraduallybecomeanimportantissueinthefieldofeducation.Integratedpreschooleducationreferstotheinclusionofchildrenwithspecialeducationneedsandordinarychildrenintothepreschooleducationsystem,achievingthesharingofeducationalresourcesandequaleducationalopportunities.Thiseducationalmodelnotonlyhelpstoenhancethesocialintegrationabilityofspecialneedschildren,butalsohelpstocultivateempathyandtoleranceinordinarychildren.本文旨在對(duì)近年來我國學(xué)前融合教育的研究進(jìn)行綜述，總結(jié)和分析當(dāng)前的研究成果和存在的問題。通過對(duì)相關(guān)文獻(xiàn)的梳理和評(píng)價(jià)，我們可以更好地了解學(xué)前融合教育在我國的發(fā)展現(xiàn)狀和趨勢(shì)，為未來的研究和實(shí)踐提供有益的參考。本文也期望能夠引起更多學(xué)者和教育工作者對(duì)學(xué)前融合教育的關(guān)注和重視，共同推動(dòng)我國學(xué)前融合教育的健康發(fā)展。ThisarticleaimstoreviewtheresearchonintegratedpreschooleducationinChinainrecentyears,summarizeandanalyzethecurrentresearchachievementsandexistingproblems.Byreviewingandevaluatingrelevantliterature,wecanbetterunderstandthecurrentdevelopmentstatusandtrendsofintegratedpreschooleducationinChina,providingusefulreferencesforfutureresearchandpractice.Thisarticlealsohopestoattractmorescholarsandeducatorstopayattentionandattachimportancetointegratedpreschooleducation,andjointlypromotethehealthydevelopmentofintegratedpreschooleducationinChina.二、學(xué)前融合教育的實(shí)踐模式Thepracticalmodelofintegratedpreschooleducation近年來，我國學(xué)前融合教育的實(shí)踐模式呈現(xiàn)出多樣化的發(fā)展趨勢(shì)。其中，最具代表性的模式包括全納教育模式、特殊教育資源教室模式、巡回指導(dǎo)模式和隨班就讀模式。Inrecentyears,thepracticalmodelsofintegratedpreschooleducationinChinahaveshownadiversifieddevelopmenttrend.Amongthem,themostrepresentativemodelsincludeinclusiveeducationmodel,specialeducationresourceclassroommodel,touringguidancemodel,andinclasslearningmodel.全納教育模式強(qiáng)調(diào)將特殊兒童與正常兒童放在同一個(gè)教育環(huán)境中，共同接受教育。這種模式旨在促進(jìn)特殊兒童的社會(huì)融入，提高他們的社交能力，同時(shí)也能夠幫助正常兒童培養(yǎng)同情心和包容心。在實(shí)施過程中，全納教育模式需要配備專業(yè)的特殊教育教師，以確保特殊兒童的學(xué)習(xí)需求得到滿足。Theinclusiveeducationmodelemphasizesplacingspecialneedschildrenandnormalchildreninthesameeducationalenvironmenttoreceiveeducationtogether.Thismodelaimstopromotethesocialintegrationofspecialneedschildren,improvetheirsocialskills,andalsohelpnormalchildrencultivateempathyandtolerance.Intheimplementationprocess,theinclusiveeducationmodelrequiresprofessionalspecialeducationteacherstoensurethatthelearningneedsofspecialneedschildrenaremet.特殊教育資源教室模式則是針對(duì)特殊兒童設(shè)立專門的教室，配備專業(yè)的特殊教育教師，為他們提供個(gè)性化的教學(xué)服務(wù)。這種模式能夠更好地滿足特殊兒童的學(xué)習(xí)需求，提高他們的學(xué)習(xí)效果。同時(shí)，這種模式也能夠?yàn)檎和峁┝私馓厥鈨和臋C(jī)會(huì)，培養(yǎng)他們的社會(huì)責(zé)任感和同情心。Thespecialeducationresourceclassroommodelisaimedatsettingupspecializedclassroomsforspecialchildren,equippedwithprofessionalspecialeducationteachers,andprovidingthemwithpersonalizedteachingservices.Thismodelcanbettermeetthelearningneedsofspecialneedschildrenandimprovetheirlearningoutcomes.Atthesametime,thismodelcanalsoprovideopportunitiesfornormalchildrentounderstandspecialneedschildren,cultivatetheirsenseofsocialresponsibilityandempathy.巡回指導(dǎo)模式是指特殊教育教師定期到普通幼兒園進(jìn)行巡回指導(dǎo)，為特殊兒童提供專業(yè)的教學(xué)支持。這種模式能夠充分利用特殊教育教師的資源，提高特殊兒童的學(xué)習(xí)效果。同時(shí)，巡回指導(dǎo)模式也能夠促進(jìn)普通幼兒園教師對(duì)特殊教育的了解，提升他們的特殊教育能力。Thetouringguidancemodereferstospecialeducationteachersregularlyvisitingregularkindergartenstoprovideprofessionalteachingsupportforspecialneedschildren.Thismodelcanfullyutilizetheresourcesofspecialeducationteachersandimprovethelearningeffectivenessofspecialchildren.Atthesametime,thetouringguidancemodecanalsopromotetheunderstandingofspecialeducationamongordinarykindergartenteachersandenhancetheirspecialeducationabilities.隨班就讀模式是指特殊兒童在普通幼兒園中與普通兒童一起接受教育。這種模式能夠促進(jìn)特殊兒童的社會(huì)融入，提高他們的社交能力。隨班就讀模式也能夠讓正常兒童了解特殊兒童，培養(yǎng)他們的包容心和同情心。Theinclasslearningmodelreferstospecialneedschildrenreceivingeducationtogetherwithordinarychildreninregularkindergartens.Thismodelcanpromotethesocialintegrationofspecialneedschildrenandimprovetheirsocialskills.Thestudyinclassmodecanalsohelpnormalchildrenunderstandspecialchildren,cultivatetheirtoleranceandempathy.這些實(shí)踐模式各有優(yōu)劣，應(yīng)根據(jù)特殊兒童的具體情況和教育需求進(jìn)行選擇和調(diào)整。為了保障學(xué)前融合教育的質(zhì)量，還需要加強(qiáng)特殊教育教師的培養(yǎng)和專業(yè)發(fā)展，提高普通幼兒園教師的特殊教育能力，以及完善相關(guān)政策法規(guī)，為學(xué)前融合教育提供有力的支持。Thesepracticalmodelseachhavetheirownadvantagesanddisadvantages,andshouldbeselectedandadjustedaccordingtothespecificsituationandeducationalneedsofspecialneedschildren.Inordertoensurethequalityofintegratedpreschooleducation,itisalsonecessarytostrengthenthetrainingandprofessionaldevelopmentofspecialeducationteachers,improvethespecialeducationabilityofordinarykindergartenteachers,andimproverelevantpoliciesandregulationstoprovidestrongsupportforintegratedpreschooleducation.三、學(xué)前融合教育的研究進(jìn)展Researchprogressinintegratedpreschooleducation近年來，我國學(xué)前融合教育的研究取得了顯著進(jìn)展。在理論層面，研究者們對(duì)學(xué)前融合教育的內(nèi)涵、意義、理論基礎(chǔ)等進(jìn)行了深入探討，逐步形成了較為完善的理論體系。隨著國家政策的支持和推動(dòng)，學(xué)前融合教育實(shí)踐也在全國范圍內(nèi)逐漸鋪開，并取得了良好效果。Inrecentyears,significantprogresshasbeenmadeintheresearchofintegratedpreschooleducationinChina.Atthetheoreticallevel,researchershaveconductedin-depthdiscussionsontheconnotation,significance,andtheoreticalbasisofintegratedpreschooleducation,graduallyformingarelativelycompletetheoreticalsystem.Withthesupportandpromotionofnationalpolicies,thepracticeofintegratedpreschooleducationhasgraduallyspreadnationwideandachievedgoodresults.在具體實(shí)踐方面，研究者們積極探索了適合我國國情的學(xué)前融合教育模式。例如，一些地區(qū)嘗試將特殊兒童與普通兒童混合編班，通過提供個(gè)性化的教育支持，促進(jìn)兩類兒童的共同發(fā)展。還有研究者提出了“融合教育小組”的模式，即將特殊兒童組成小組，由專門的教師進(jìn)行針對(duì)性的教學(xué)和輔導(dǎo)，以實(shí)現(xiàn)特殊兒童與普通兒童之間的有效互動(dòng)。Intermsofspecificpractice,researchershaveactivelyexploredintegratedpreschooleducationmodelsthataresuitableforChina'snationalconditions.Forexample,someregionshaveattemptedtomixspecialneedschildrenwithordinarychildreninclasses,promotingthecommondevelopmentofbothtypesofchildrenbyprovidingpersonalizededucationalsupport.Researchershavealsoproposedthe"integratededucationgroup"model,whichinvolvesspecialneedschildrenforminggroupsandreceivingtargetedteachingandguidancefromspecializedteacherstoachieveeffectiveinteractionbetweenspecialneedschildrenandordinarychildren.在研究方法上，研究者們也開始注重實(shí)證研究和量化分析。他們通過問卷調(diào)查、觀察、訪談等方式收集數(shù)據(jù)，對(duì)學(xué)前融合教育的實(shí)施效果進(jìn)行評(píng)估和分析。這些研究不僅為政策制定提供了科學(xué)依據(jù)，也為教育實(shí)踐提供了有力支持。Intermsofresearchmethods,researchershavealsobeguntofocusonempiricalresearchandquantitativeanalysis.Theycollecteddatathroughquestionnairesurveys,observations,interviews,andothermethodstoevaluateandanalyzetheimplementationeffectofintegratedpreschooleducation.Thesestudiesnotonlyprovidescientificbasisforpolicy-making,butalsoprovidestrongsupportforeducationalpractice.然而，盡管我國學(xué)前融合教育的研究和實(shí)踐取得了不少成果，但仍存在一些問題。例如，學(xué)前融合教育的師資力量不足，專業(yè)教師的培養(yǎng)和引進(jìn)亟待加強(qiáng)；學(xué)前融合教育的評(píng)價(jià)體系也需進(jìn)一步完善，以更準(zhǔn)確地反映教育效果。However,althoughtherehavebeenmanyachievementsintheresearchandpracticeofintegratedpreschooleducationinChina,therearestillsomeproblems.Forexample,theteachingstaffofintegratedpreschooleducationisinsufficient,andthecultivationandintroductionofprofessionalteachersurgentlyneedtobestrengthened;Theevaluationsystemforintegratedpreschooleducationalsoneedstobefurtherimprovedtomoreaccuratelyreflecttheeffectivenessofeducation.展望未來，我國學(xué)前融合教育的研究和實(shí)踐仍需不斷探索和創(chuàng)新。一方面，應(yīng)繼續(xù)加強(qiáng)理論研究，完善學(xué)前融合教育的理論體系；另一方面，應(yīng)重視實(shí)證研究和實(shí)踐經(jīng)驗(yàn)的總結(jié)，不斷提升學(xué)前融合教育的質(zhì)量和效果。政府和社會(huì)各界也應(yīng)給予更多的關(guān)注和支持，為學(xué)前融合教育的發(fā)展創(chuàng)造良好的環(huán)境和條件。Lookingaheadtothefuture,researchandpracticeonintegratedpreschooleducationinChinastillrequirecontinuousexplorationandinnovation.Ontheonehand,weshouldcontinuetostrengthentheoreticalresearchandimprovethetheoreticalsystemofintegratedpreschooleducation;Ontheotherhand,emphasisshouldbeplacedonempiricalresearchandthesummaryofpracticalexperiencetocontinuouslyimprovethequalityandeffectivenessofintegratedpreschooleducation.Thegovernmentandallsectorsofsocietyshouldalsogivemoreattentionandsupporttocreateafavorableenvironmentandconditionsforthedevelopmentofintegratedpreschooleducation.四、學(xué)前融合教育存在的問題與挑戰(zhàn)Theproblemsandchallengesofintegratedpreschooleducation近年來，我國學(xué)前融合教育雖然取得了一定的進(jìn)展，但仍面臨許多問題和挑戰(zhàn)。學(xué)前融合教育的理念尚未深入人心。部分家長(zhǎng)、教育工作者和社會(huì)公眾對(duì)學(xué)前融合教育的認(rèn)識(shí)仍停留在表面，對(duì)其重要性和必要性缺乏深入理解，這在一定程度上阻礙了學(xué)前融合教育的普及和發(fā)展。Inrecentyears,althoughChina'sintegratedpreschooleducationhasmadecertainprogress,itstillfacesmanyproblemsandchallenges.Theconceptofintegratedpreschooleducationhasnotyetdeeplyrootedinpeople'shearts.Someparents,educators,andthegeneralpublicstillhavesuperficialunderstandingoftheimportanceandnecessityofintegratedpreschooleducation,whichtosomeextenthindersitspopularizationanddevelopment.學(xué)前融合教育的師資力量不足。目前，我國學(xué)前融合教育的專業(yè)教師數(shù)量有限，且缺乏系統(tǒng)的專業(yè)培訓(xùn)。許多教師缺乏與特殊兒童溝通、互動(dòng)和教學(xué)的經(jīng)驗(yàn)，難以有效滿足特殊兒童的學(xué)習(xí)和發(fā)展需求。Theteachingstaffofpreschoolintegratededucationisinsufficient.Atpresent,thenumberofprofessionalteachersinintegratedpreschooleducationinChinaislimited,andthereisalackofsystematicprofessionaltraining.Manyteacherslackexperienceincommunication,interaction,andteachingwithspecialneedschildren,makingitdifficulttoeffectivelymeettheirlearninganddevelopmentneeds.學(xué)前融合教育的政策支持體系尚不完善。雖然我國已出臺(tái)了一系列與特殊教育相關(guān)的政策法規(guī)，但針對(duì)學(xué)前融合教育的專門性、細(xì)化性的政策支持相對(duì)較少。例如，缺乏針對(duì)學(xué)前融合教育的資金投入、課程設(shè)置、師資培養(yǎng)等方面的具體政策，這使得學(xué)前融合教育的實(shí)施面臨一定的困難和挑戰(zhàn)。Thepolicysupportsystemforintegratedpreschooleducationisnotyetperfect.AlthoughChinahasintroducedaseriesofpoliciesandregulationsrelatedtospecialeducation,thereisrelativelylessspecializedanddetailedpolicysupportforintegratedpreschooleducation.Forexample,thelackofspecificpoliciesonfunding,curriculumdesign,andteachertrainingforintegratedpreschooleducationposescertaindifficultiesandchallengesinitsimplementation.學(xué)前融合教育的實(shí)踐模式尚待探索。當(dāng)前，我國學(xué)前融合教育的實(shí)踐模式多種多樣，但缺乏統(tǒng)一的標(biāo)準(zhǔn)和規(guī)范。不同地區(qū)的學(xué)前融合教育實(shí)施方式各異，難以形成有效的經(jīng)驗(yàn)和借鑒。針對(duì)特殊兒童的個(gè)體差異和多元化需求，如何制定更具針對(duì)性的教育方案，也是學(xué)前融合教育面臨的重要挑戰(zhàn)。Thepracticalmodelofintegratedpreschooleducationstillneedstobeexplored.Currently,therearevariouspracticalmodelsofintegratedpreschooleducationinChina,butthereisalackofunifiedstandardsandnorms.Theimplementationmethodsofintegratedpreschooleducationvaryindifferentregions,makingitdifficulttoformeffectiveexperiencesandreferences.Developingmoretargetededucationplanstoaddresstheindividualdifferencesanddiverseneedsofspecialneedschildrenisalsoanimportantchallengeforintegratedpreschooleducation.我國學(xué)前融合教育在發(fā)展過程中仍面臨諸多問題與挑戰(zhàn)。為了推動(dòng)學(xué)前融合教育的健康發(fā)展，我們需要進(jìn)一步加強(qiáng)理念宣傳、師資培養(yǎng)、政策支持和實(shí)踐探索等方面的工作，為特殊兒童創(chuàng)造一個(gè)更加包容、平等的教育環(huán)境。IntegratedpreschooleducationinChinastillfacesmanyproblemsandchallengesinitsdevelopmentprocess.Inordertopromotethehealthydevelopmentofintegratedpreschooleducation,weneedtofurtherstrengthenthepromotionofconcepts,teachertraining,policysupport,andpracticalexploration,andcreateamoreinclusiveandequaleducationalenvironmentforspecialneedschildren.五、學(xué)前融合教育的發(fā)展趨勢(shì)與展望TheDevelopmentTrendsandProspectsofIntegratedPreschoolEducation近年來，我國學(xué)前融合教育取得了顯著進(jìn)展，但仍面臨著諸多挑戰(zhàn)和機(jī)遇。展望未來，學(xué)前融合教育的發(fā)展趨勢(shì)將更為明顯，其影響也將更為深遠(yuǎn)。Inrecentyears,China'sintegratedpreschooleducationhasmadesignificantprogress,butstillfacesmanychallengesandopportunities.Lookingaheadtothefuture,thedevelopmenttrendofintegratedpreschooleducationwillbecomemoreapparent,anditsimpactwillalsobemoreprofound.政策導(dǎo)向更加明確：隨著國家對(duì)特殊兒童教育重視程度的提升，未來學(xué)前融合教育的政策導(dǎo)向?qū)⒏用鞔_，相關(guān)法律法規(guī)和政策的制定將更加完善，為學(xué)前融合教育的健康發(fā)展提供有力保障。Clearpolicyorientation:Withtheincreasingemphasisofthecountryoneducationforspecialchildren,thepolicyorientationforintegratedpreschooleducationinthefuturewillbeclearer,andtheformulationofrelevantlaws,regulations,andpolicieswillbemoreperfect,providingstrongguaranteesforthehealthydevelopmentofintegratedpreschooleducation.教育理念更加先進(jìn)：未來學(xué)前融合教育將更加注重兒童的全面發(fā)展，強(qiáng)調(diào)個(gè)體差異，注重個(gè)性化教育。同時(shí)，將更加注重教育公平，消除社會(huì)對(duì)特殊兒童的偏見和歧視，讓每一個(gè)孩子都能享受到平等的教育機(jī)會(huì)。Moreadvancededucationalphilosophy:Inthefuture,integratedpreschooleducationwillpaymoreattentiontothecomprehensivedevelopmentofchildren,emphasizeindividualdifferences,andemphasizepersonalizededucation.Atthesametime,greateremphasiswillbeplacedoneducationalequity,eliminatingprejudiceanddiscriminationagainstspecialneedschildreninsociety,andensuringthateverychildcanenjoyequaleducationalopportunities.教育模式更加多樣：隨著教育改革的深入，未來學(xué)前融合教育的教育模式將更加多樣，不僅包括傳統(tǒng)的教育模式，還將探索更加適合特殊兒童的教育模式，如在線教育、個(gè)性化教育等。Educationmodelsarebecomingmorediverse:Withthedeepeningofeducationreform,thefutureeducationmodelsforintegratedpreschooleducationwillbecomemorediverse,includingnotonlytraditionaleducationmodels,butalsoexploringmoresuitableeducationmodelsforspecialneedschildren,suchasonlineeducation,personalizededucation,etc.教育資源更加豐富：未來學(xué)前融合教育將更加注重教育資源的整合和優(yōu)化，充分利用社會(huì)資源，為特殊兒童提供更加豐富、多樣的教育資源，促進(jìn)他們的全面發(fā)展。Moreabundanteducationalresources:Inthefuture,integratedpreschooleducationwillpaymoreattentiontotheintegrationandoptimizationofeducationalresources,fullyutilizesocialresources,providemoreabundantanddiverseeducationalresourcesforspecialneedschildren,andpromotetheircomprehensivedevelopment.學(xué)前融合教育將成為主流：隨著社會(huì)對(duì)特殊兒童教育認(rèn)知的提升和學(xué)前融合教育實(shí)踐的發(fā)展，未來學(xué)前融合教育將成為主流教育模式之一，為特殊兒童提供更加平等、包容的教育環(huán)境。Integratedpreschooleducationwillbecomemainstream:Withtheimprovementofsocialawarenessofspecialneedschildren'seducationandthedevelopmentofintegratedpreschooleducationpractices,integratedpreschooleducationwillbecomeoneofthemainstreameducationmodelsinthefuture,providingamoreequalandinclusiveeducationalenvironmentforspecialneedschildren.教育質(zhì)量將進(jìn)一步提升：未來學(xué)前融合教育將更加注重教育質(zhì)量，加強(qiáng)教師培訓(xùn)和教育評(píng)估，提高教育教學(xué)的專業(yè)化水平，為特殊兒童提供更加優(yōu)質(zhì)的教育服務(wù)。Thequalityofeducationwillbefurtherimproved:inthefuture,integratedpreschooleducationwillpaymoreattentiontoeducationalquality,strengthenteachertrainingandeducationalevaluation,improvetheprofessionallevelofeducationandteaching,andprovidebettereducationalservicesforspecialneedschildren.教育創(chuàng)新將更加活躍：未來學(xué)前融合教育將更加注重教育創(chuàng)新，積極探索新的教育理念、教育模式和教育方法，為特殊兒童的全面發(fā)展提供更加廣闊的空間和機(jī)會(huì)。Educationalinnovationwillbecomemoreactive:Inthefuture,integratedpreschooleducationwillpaymoreattentiontoeducationalinnovation,activelyexploreneweducationalconcepts,models,andmethods,andprovidebroaderspaceandopportunitiesforthecomprehensivedevelopmentofspecialchildren.未來學(xué)前融合教育將呈現(xiàn)出更加明顯的發(fā)展趨勢(shì)和更加廣闊的發(fā)展前景。我們應(yīng)該抓住機(jī)遇，積極應(yīng)對(duì)挑戰(zhàn)，推動(dòng)學(xué)前融合教育的健康發(fā)展，為特殊兒童的全面發(fā)展提供更加優(yōu)質(zhì)的教育服務(wù)。Thefutureofintegratedpreschooleducationwillpresentamoreobviousdevelopmenttrendandbroaderdevelopmentprospects.Weshouldseizeopportunities,activelyrespondtochallenges,promotethehealthydevelopmentofintegratedpreschooleducation,andprovidehigherqualityeducationalservicesforthecomprehensivedevelopmentofspecialchildren.六、結(jié)論Conclusion近年來，我國學(xué)前融合教育的研究取得了顯著的進(jìn)展。隨著國家對(duì)特殊教育重視程度的提升，越來越多的學(xué)者和實(shí)踐者開始關(guān)注如何在學(xué)前教育階段為有特殊教育需求的兒童提供適宜的教育環(huán)境。通過對(duì)已有文獻(xiàn)的梳理和分析，我們可以得出以下幾點(diǎn)Inrecentyears,significantprogresshasbeenmadeintheresearchofintegratedpreschooleducationinChina.Withtheincreasingemphasisonspecialeducationbythecountry,moreandmorescholarsandpractitionersarepayingattentiontohowtoprovideasuitableeducationalenvironmentforchildrenwithspecialeducationneedsinthepreschooleducationstage.Throughsortingandanalyzingexistingliterature,wecandrawthefollowingpoints學(xué)前融合教育的理念已經(jīng)在我國得到了廣泛的認(rèn)同。學(xué)者們普遍認(rèn)為，學(xué)前融合教育不僅有助于有特殊教育需求的兒童更好地融入社會(huì)，還能促進(jìn)普通兒童的全面發(fā)展。這種理念的轉(zhuǎn)變，為我國學(xué)前融合教育的實(shí)踐提供了堅(jiān)實(shí)的理論基礎(chǔ)。TheconceptofintegratedpreschooleducationhasbeenwidelyrecognizedinChina.Scholarsgenerallybelievethatintegratedpreschooleducationnotonlyhelpschildrenwithspecialeducationalneedsbetterintegrateintosociety,butalsopromotesthecomprehensivedevelopmentofordinarychildren.ThetransformationofthisconceptprovidesasolidtheoreticalfoundationforthepracticeofintegratedpreschooleducationinChina.我國學(xué)前融合教育的研究已經(jīng)涉及到了多個(gè)方面，包括教育模式、課程設(shè)置、教學(xué)方法、師資培養(yǎng)等。這些研究不僅豐富了學(xué)前融合教育的理論體系，還為實(shí)踐者提供了具體的操作指南。特別是在教育模式和課程設(shè)置方面，研究者們提出了多種適合我國國情的學(xué)前融合教育模式，如“一體化教育”“嵌入式教育”等，為我國學(xué)前融合教育的實(shí)踐提供了多樣化的選擇。TheresearchonintegratedpreschooleducationinChinahasinvolvedmultipleaspects,includingeducationalmodels,curriculumdesign,teachingmethods,andteachertraining.Thesestudiesnotonlyenrichthetheoreticalsystemofintegratedpreschooleducation,butalsoprovidespecificoperationalguidelinesforpractitioners.Especiallyintermsofeducationalmodelsandcurriculumsettings,researchershaveproposedvariousintegratedpreschooleducationmodelsthataresuitableforChina'snationalc