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Study on the Training Needs for Teachers of Special Education Schools

机译：特殊教育学校师资培训需求研究

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摘要

Through Special Education Teachers’ Training Needs Questionnaire, Using random sampling, self-drawn questionnaires are distributed in special education schools of Shandong, Tianjin, Zhejiang and Yunnan province and so on. Teachers are experimental subjects. The results showed that: The training for special education teacher is aimless; teachers have an urgent need for a high level professional training. As to training cognition, the elder and with longer school age teachers have a comprehensive understanding of the training a teacher has; Experts' formal classroom training lectures are not welcome; On the training contents, teachers also prefer the latest theoretical and practical training methods, students specialty and other contents; On training evaluation most teachers think that most of the special education trainings are less targeted. Therefore, the study puts forward to the support and security system of special education teachers` professional development and their training which includes self-support, school support, administrative support and community support system.
机译：通过特殊教育教师培训需求调查表，通过随机抽样，在山东，天津，浙江和云南等省的特殊教育学校分发自测问卷。教师是实验科目。结果表明：对特殊教育教师的培训是没有目的的。教师迫切需要高水平的专业培训。关于培训认知，年龄较大且学龄较长的教师对教师的培训有全面的了解;不欢迎专家参加正式的课堂培训讲座;在培训内容上，教师还偏爱最新的理论和实践培训方法，学生专业等内容;在培训评估中，大多数教师认为大多数特殊教育培训的针对性较弱。因此，本研究提出了特殊教育教师专业发展及其培训的支持和保障体系，包括自我支持，学校支持，行政支持和社区支持体系。

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