全纳性学习环境的生态化建构

全纳性学习顺利进行和有效实现需要建构一个生态化的学习环境。基于建构主义学习观的基本假设 ,以家庭、普通学校、特殊学校、社区为基本要素的全纳性学习环境通过物质、制度和意识等不同层面的展开 ,并在相互作用和交互作用中构成一个立体的环境网络 ,特殊需要儿童就在与这个动态演化环境的互动中进行意义的建构和认知与人格的生成

Ecological Construction of Inclusive Learning Environment

Ecological learning environment should be constructed for the successful implementation of inclusive education. According to the basic hypothesis of the constructivist learning theory, essential factors including family, general school, special school and community in inclusive learning environment interact to shape a comprehensive three-dimensional network which functions on the different layers involving facilities, system and ideology etc., so that the children with special needs can obtain understanding and cognition as well as develop their personalities in such a dynamic and interactive learning environment.