《中国康复理论与实践》

《中国康复理论与实践》 ›› 2022, Vol. 28 ›› Issue (3): 306-317.doi: 10.3969/j.issn.1006-9771.2022.03.006

• 专题 世界卫生组织康复胜任力架构及其应用研究 • 上一篇    下一篇

基于康复胜任力架构的本科层次特殊教育专业设置研究

郝传萍1,2,3(),邱卓英2,3,4,5,李安巧2,3,韩霄6,王少璞2,3,肖晓飞7   

  1. 1. 北京联合大学特殊教育学院,北京市 100075
    2. 世界卫生组织国际分类家族中国合作中心,北京市 100068
    3. 中国ICF研究院,山东潍坊市 261053
    4. 康复大学,山东青岛市 266071
    5. 中国康复研究中心/中国康复科学所,北京市 100068
    6. 北京市海淀区盎辰适应体育培训中心,北京市 100084
    7. 滨州医学院康复医学院,山东烟台市 264003
  • 收稿日期:2022-02-07 修回日期:2022-02-14 出版日期:2022-03-25 发布日期:2022-03-31
  • 通讯作者: 郝传萍 E-mail:qiutiger@hotmail.com
  • 作者简介:郝传萍(1965-),女,汉族,辽宁大连市人,副教授,硕士生导师,主要研究方向：特殊教育,适应体育。
  • 基金资助:
    中国残疾人联合会研究课题No(20&ZC027);教育部"产学合作、协同育人"项目No(201702053015);教育部"产学合作、协同育人"项目No(202002292003);滨州医学院教学改革项目No(JYKTMP2021028)

Specialty setting of undergraduate special education using World Health Organization rehabilitation competency framework

HAO Chuanping1,2,3(),QIU Zhuoying2,3,4,5,LI Anqiao2,3,HAN Xiao6,WANG Shaopu2,3,XIAO Xiaofei7   

  1. 1. Special Education College of Beijing Union University, Beijing 100075, China
    2. WHO International Classification family China Cooperation Center, Beijing 100068, China
    3. China Academy of ICF, Weifang, Shandong 261000, China
    4. University of Health and Rehabilitation Sciences, Qingdao, Shandong 266071, China
    5. China Rehabilitation Research Center/China Rehabilitation Science Institute, Beijing 100068, China
    6. Beijing Haidian District Angchen Adaptive Sports Training Center, Beijing 100084, China
    7. School of Rehabilitation Medicine, Binzhou Medical University, Yantai, Shandong 264003, China
  • Received:2022-02-07 Revised:2022-02-14 Published:2022-03-25 Online:2022-03-31
  • Contact: HAO Chuanping E-mail:qiutiger@hotmail.com
  • Supported by:
    China Disabled Persons' Federation Project No(20&ZC027);Education in Enterprise-University Cooperation Fund of the Ministry of Education No(201702053015);Education in Enterprise-University Cooperation Fund of the Ministry of Education No(202002292003);Course Reform Fund of Binzhou Medical University(JYKTMP2021028)

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摘要： 目的 基于世界卫生组织康复胜任力架构(RCF),构建以胜任力为本位并且满足残疾学生教育康复需求特点的本科层次特殊教育专业,提升特殊教育专业建设的水平,适应基于胜任力教育发展的要求。方法 运用RCF的理论与方法,参照《特殊教育教师专业标准(试行)》《特殊教育专业认证标准》和《特殊教育专业师范生教师职业能力标准》,分析学校教育情境中特殊教育教师的胜任力要求。结果 构建了基于RCF的特殊教育教师胜任力架构,提出了基于RCF的特殊教育专业设置原则和基于RCF的特殊教育专业建设的原则,根据学校教育环境的特点,建立了适用于本科层次特殊教育专业的胜任力模式。结论 RCF作为一个服务全民健康的全球康复胜任力架构,其理论与方法对于构建特殊教育专业基于胜任力的教育体系具有重要的意义。基于RCF构建了本科层次特殊教育专业的原则、方法、教育目标以及方法体系,促进实施国家《特殊教育教师专业标准(试行)》、《特殊教育专业认证标准》和《特殊教育专业师范生教师职业能力标准》。

关键词: 康复胜任力架构, 特殊教育, 本科教育, 胜任力

Abstract: Objective To build a competency-based special education program at the undergraduate level based on the World Health Organization Rehabilitation Competency Framework (RCF) and tailored to educational and rehabilitation needs of students with disabilities, to improve the level of special education program, and to meet the requirements of competency-based education development.Methods Using the theory and method of RCF, we analyzed the competency requirements of special education teachers in school education contexts with reference to the Professional Standards for Special Education Teachers (Trial), the Accreditation Standards for Special Education Majors, and the Professional Competency Standards for Teacher Trainees in Special Education.Results A competency framework for special education teachers based on RCF was constructed, principles for setting special education majors based on RCF and principles for building special education majors based on RCF were proposed, and a competency model applicable to special education majors at the undergraduate level was established according to the characteristics of the school education context.Conclusion As a global rehabilitation competency framework serving the health of all people, the theory and method of RCF are important for constructing a competency-based education for special education majors. The principles, methods, educational objectives, and methodological system of special education majors at the undergraduate level are constructed based on RCF to promote the implementation of the national Professional Standards for Special Education Teachers (Trial), the Standards for Accreditation of Special Education Majors, and the Professional Competency Standards for Teachers of Special Education Majors.

Key words: rehabilitation competency framework, special education, undergraduate education, competency