學(xué)前教育本科生早期融合教育素養(yǎng)現(xiàn)狀調(diào)查研究一、本文概述Overviewofthisarticle本研究旨在深入探究學(xué)前教育本科生在早期融合教育素養(yǎng)方面的現(xiàn)狀，分析其在理論知識、實(shí)踐技能和教育態(tài)度等維度的表現(xiàn)。通過系統(tǒng)的文獻(xiàn)綜述和實(shí)證研究，我們期望揭示學(xué)前教育本科生在早期融合教育方面的優(yōu)勢與不足，進(jìn)而為提升其教育素養(yǎng)提供有針對性的建議。Thisstudyaimstoexplorethecurrentsituationofearlyintegrationeducationliteracyamongundergraduatestudentsinpreschooleducation,andanalyzetheirperformanceintheoreticalknowledge,practicalskills,andeducationalattitudes.Throughsystematicliteraturereviewandempiricalresearch,weaimtorevealtheadvantagesanddisadvantagesofundergraduatepreschooleducationinearlyintegratededucation,andprovidetargetedsuggestionsforimprovingtheireducationalliteracy.早期融合教育作為特殊教育的一種重要形式，強(qiáng)調(diào)將特殊兒童與普通兒童一同安置在普通教育環(huán)境中，以促進(jìn)他們的共同發(fā)展。在這一過程中，學(xué)前教育本科生的角色不可忽視。他們既是未來特殊教育的師資力量，也是推動(dòng)早期融合教育理念和實(shí)踐的重要力量。因此，了解他們的教育素養(yǎng)現(xiàn)狀，對于提升早期融合教育的質(zhì)量和效果具有重要意義。Earlyintegratededucation,asanimportantformofspecialeducation,emphasizestheplacementofspecialchildrentogetherwithordinarychildreninthegeneraleducationenvironmenttopromotetheircommondevelopment.Inthisprocess,theroleofundergraduatestudentsinpreschooleducationcannotbeignored.Theyarenotonlytheteachingstaffforfuturespecialeducation,butalsoanimportantforceinpromotingtheconceptandpracticeofearlyintegratededucation.Therefore,understandingthecurrentstatusoftheireducationalliteracyisofgreatsignificanceforimprovingthequalityandeffectivenessofearlyintegratededucation.本研究將采用問卷調(diào)查、訪談和觀察等多種方法，收集學(xué)前教育本科生在早期融合教育方面的相關(guān)數(shù)據(jù)。通過對數(shù)據(jù)的分析，我們將揭示他們在理論知識、實(shí)踐技能和教育態(tài)度等方面的表現(xiàn)，以及存在的問題和困難。在此基礎(chǔ)上，我們將提出針對性的建議，以期提升學(xué)前教育本科生的早期融合教育素養(yǎng)，推動(dòng)早期融合教育的深入發(fā)展。Thisstudywillusevariousmethodssuchasquestionnairesurveys,interviews,andobservationstocollectrelevantdataonearlyintegrationeducationamongundergraduatestudentsinpreschooleducation.Byanalyzingthedata,wewillrevealtheirperformanceintheoreticalknowledge,practicalskills,andeducationalattitudes,aswellastheexistingproblemsanddifficulties.Onthisbasis,wewillproposetargetedsuggestionstoenhancetheearlyintegrationeducationliteracyofundergraduatestudentsinpreschooleducationandpromotethein-depthdevelopmentofearlyintegrationeducation.本研究的意義不僅在于揭示學(xué)前教育本科生在早期融合教育素養(yǎng)方面的現(xiàn)狀，更在于為提升他們的教育素養(yǎng)提供有益的參考。通過本研究，我們可以更加全面地了解學(xué)前教育本科生在早期融合教育方面的需求和挑戰(zhàn)，為他們提供專業(yè)成長和職業(yè)發(fā)展的支持和幫助。本研究也為政策制定者和教育機(jī)構(gòu)提供了重要的參考依據(jù)，有助于推動(dòng)早期融合教育的深入發(fā)展和普及。Thesignificanceofthisstudyisnotonlytorevealthecurrentsituationofearlyintegrationeducationliteracyamongundergraduatestudentsinpreschooleducation,butalsotoprovideusefulreferencesforimprovingtheireducationalliteracy.Throughthisstudy,wecangainamorecomprehensiveunderstandingoftheneedsandchallengesofundergraduatestudentsinearlyintegrationeducation,andprovidethemwithsupportandassistanceforprofessionalgrowthandcareerdevelopment.Thisstudyalsoprovidesimportantreferenceforpolicymakersandeducationalinstitutions,helpingtopromotethein-depthdevelopmentandpopularizationofearlyintegratededucation.二、文獻(xiàn)綜述Literaturereview早期融合教育作為當(dāng)前特殊教育領(lǐng)域的一種新興模式，旨在將特殊兒童與普通兒童在教育環(huán)境中盡早融合，以促進(jìn)雙方的共同發(fā)展。這一模式不僅關(guān)注特殊兒童的教育需求，也強(qiáng)調(diào)普通兒童對多元文化的理解和接納。學(xué)前教育作為兒童成長的關(guān)鍵階段，其融合教育的實(shí)施對于兒童的全面發(fā)展具有重要意義。Earlyintegratededucation,asanemergingmodelinthefieldofspecialeducation,aimstointegratespecialneedschildrenandordinarychildrenasearlyaspossibleintheeducationalenvironment,inordertopromotemutualdevelopment.Thismodelnotonlyfocusesontheeducationalneedsofspecialchildren,butalsoemphasizestheunderstandingandacceptanceofmulticulturalismbyordinarychildren.Asacrucialstageofchildren'sgrowth,theimplementationofintegratededucationinpreschooleducationisofgreatsignificanceforthecomprehensivedevelopmentofchildren.在學(xué)前教育領(lǐng)域，國內(nèi)外學(xué)者對早期融合教育的理論與實(shí)踐進(jìn)行了廣泛而深入的研究。國外研究主要集中在融合教育的實(shí)施策略、教育效果以及影響因素等方面。例如，Smith和Johnson（2010）通過對多個(gè)國家的融合教育項(xiàng)目進(jìn)行對比分析，發(fā)現(xiàn)有效的融合教育能夠提升特殊兒童的社會適應(yīng)能力，同時(shí)也能夠促進(jìn)普通兒童的同理心和包容性發(fā)展。國內(nèi)研究則更加注重融合教育的本土化實(shí)踐，如李紅（2015）在研究中指出，我國學(xué)前教育階段的融合教育需要考慮到文化、社會背景的差異，制定符合國情的教育策略。Inthefieldofpreschooleducation,domesticandforeignscholarshaveconductedextensiveandin-depthresearchonthetheoryandpracticeofearlyintegratededucation.Foreignresearchmainlyfocusesontheimplementationstrategies,educationaleffects,andinfluencingfactorsofintegratededucation.Forexample,SmithandJohnson(2010)foundthroughcomparativeanalysisofintegratededucationprogramsinmultiplecountriesthateffectiveintegratededucationcanenhancethesocialadaptationabilityofspecialneedschildren,whilealsopromotingempathyandinclusivedevelopmentinordinarychildren.Domesticresearchpaysmoreattentiontothelocalizationpracticeofintegratededucation.Forexample,LiHong(2015)pointedoutinhisresearchthattheintegrationeducationinChina'spreschooleducationstageneedstoconsiderculturalandsocialbackgrounddifferencesanddevelopeducationstrategiesthatareinlinewiththenationalsituation.針對本科生早期融合教育素養(yǎng)的研究，國內(nèi)外均有所涉及。國外學(xué)者普遍認(rèn)為，本科生作為未來教育工作的中堅(jiān)力量，其融合教育素養(yǎng)的培養(yǎng)至關(guān)重要。例如，Johnson和Wang（2012）在研究中提出，本科生應(yīng)該具備對融合教育理念、方法和策略的深入理解，以及在實(shí)際教學(xué)中應(yīng)用這些知識和技能的能力。國內(nèi)研究則更加注重本科生融合教育素養(yǎng)的實(shí)踐培養(yǎng)，如王磊（2018）在研究中建議，通過實(shí)習(xí)、見習(xí)等方式，讓本科生在實(shí)踐中提升融合教育素養(yǎng)。Researchonearlyintegrationeducationliteracyamongundergraduatestudentshasbeenconductedbothdomesticallyandinternationally.Foreignscholarsgenerallybelievethatasthebackboneoffutureeducationwork,thecultivationofintegratededucationalliteracyiscrucialforundergraduatestudents.Forexample,JohnsonandWang(2012)proposedintheirresearchthatundergraduatestudentsshouldhaveadeepunderstandingofintegratededucationconcepts,methods,andstrategies,aswellastheabilitytoapplytheseknowledgeandskillsinpracticalteaching.Domesticresearchpaysmoreattentiontothepracticalcultivationofintegratededucationliteracyamongundergraduatestudents.Forexample,WangLei(2018)suggestedinhisresearchthatundergraduatestudentscanimprovetheirintegratededucationliteracythroughinternships,internships,andothermeansinpractice.早期融合教育在學(xué)前教育領(lǐng)域的應(yīng)用與實(shí)踐已經(jīng)得到了廣泛關(guān)注和研究。然而，針對本科生早期融合教育素養(yǎng)的調(diào)查研究仍顯不足。因此，本研究旨在通過問卷調(diào)查和訪談等方法，深入了解學(xué)前教育本科生早期融合教育素養(yǎng)的現(xiàn)狀，以期為提升我國學(xué)前教育質(zhì)量、推動(dòng)融合教育的深入發(fā)展提供參考和借鑒。Theapplicationandpracticeofearlyintegratededucationinthefieldofpreschooleducationhavereceivedwidespreadattentionandresearch.However,thereisstillinsufficientresearchontheearlyintegrationeducationliteracyofundergraduatestudents.Therefore,thisstudyaimstogainadeeperunderstandingofthecurrentstatusofearlyintegratededucationliteracyamongundergraduatestudentsinpreschooleducationthroughmethodssuchasquestionnairesurveysandinterviews,inordertoprovidereferenceandinspirationforimprovingthequalityofpreschooleducationinChinaandpromotingthein-depthdevelopmentofintegratededucation.三、研究方法Researchmethods本研究旨在深入調(diào)查學(xué)前教育本科生早期融合教育素養(yǎng)的現(xiàn)狀。為保證研究的科學(xué)性和準(zhǔn)確性，我們采用了多種研究方法相結(jié)合的策略，具體包括文獻(xiàn)研究法、問卷調(diào)查法、訪談法以及觀察法。Theaimofthisstudyistoinvestigateindepththecurrentsituationofearlyintegrationeducationliteracyamongundergraduatestudentsinpreschooleducation.Toensurethescientificityandaccuracyofourresearch,weadoptedastrategythatcombinesmultipleresearchmethods,includingliteraturereview,questionnairesurvey,interview,andobservation.通過文獻(xiàn)研究法，我們對國內(nèi)外關(guān)于早期融合教育和學(xué)前教育本科生素養(yǎng)的相關(guān)文獻(xiàn)進(jìn)行了系統(tǒng)的梳理和分析，以了解當(dāng)前研究的現(xiàn)狀和不足，為本研究提供理論基礎(chǔ)和參考依據(jù)。Throughliteratureresearch,wesystematicallyreviewedandanalyzedrelevantliteratureonearlyintegratededucationandundergraduateliteracyinpreschooleducationbothdomesticallyandinternationally,inordertounderstandthecurrentresearchstatusandshortcomings,andprovideatheoreticalbasisandreferenceforthisstudy.我們設(shè)計(jì)了詳細(xì)的問卷調(diào)查，針對全國范圍內(nèi)的學(xué)前教育本科生進(jìn)行大規(guī)模的調(diào)查。問卷內(nèi)容包括個(gè)人基本情況、對早期融合教育的認(rèn)知、態(tài)度、實(shí)踐經(jīng)驗(yàn)等多個(gè)方面，以全面了解學(xué)前教育本科生早期融合教育素養(yǎng)的現(xiàn)狀。Wehavedesignedadetailedquestionnairesurveytoconductalarge-scalesurveyofundergraduatepreschooleducationstudentsnationwide.Thequestionnaireincludesmultipleaspectssuchaspersonalbasicinformation,cognition,attitude,andpracticalexperiencetowardsearlyintegrationeducation,inordertocomprehensivelyunderstandthecurrentstatusofearlyintegrationeducationliteracyamongundergraduatestudentsinpreschooleducation.在問卷調(diào)查的基礎(chǔ)上，我們還選取了部分具有代表性的學(xué)前教育本科生進(jìn)行了深入的訪談。通過與他們的深入交流，我們進(jìn)一步了解了他們的內(nèi)心世界和真實(shí)想法，獲取了更豐富的第一手資料。Onthebasisofthequestionnairesurvey,wealsoselectedsomerepresentativeundergraduatestudentsinpreschooleducationforin-depthinterviews.Throughin-depthcommunicationwiththem,wehavegainedadeeperunderstandingoftheirinnerworldandtruethoughts,andobtainedricherfirst-handinformation.我們還采用了觀察法，對學(xué)前教育本科生的教學(xué)實(shí)踐進(jìn)行了現(xiàn)場觀察。通過觀察他們在課堂教學(xué)、師生互動(dòng)、教育環(huán)境創(chuàng)設(shè)等方面的表現(xiàn)，我們更直觀地了解了他們的早期融合教育素養(yǎng)水平。Wealsoadoptedtheobservationmethodtoconducton-siteobservationsoftheteachingpracticesofundergraduatestudentsinpreschooleducation.Byobservingtheirperformanceinclassroomteaching,teacher-studentinteraction,andeducationalenvironmentcreation,wehavegainedamoreintuitiveunderstandingoftheirearlylevelofintegratededucationliteracy.本研究采用了文獻(xiàn)研究法、問卷調(diào)查法、訪談法和觀察法等多種研究方法，力求全面、深入地了解學(xué)前教育本科生早期融合教育素養(yǎng)的現(xiàn)狀。通過這些方法的綜合運(yùn)用，我們期待能夠?yàn)樘岣邔W(xué)前教育本科生的早期融合教育素養(yǎng)提供有針對性的建議和對策。Thisstudyadoptedvariousresearchmethodssuchasliteraturereview,questionnairesurvey,interview,andobservation,aimingtocomprehensivelyanddeeplyunderstandthecurrentsituationofearlyintegrationeducationliteracyamongundergraduatestudentsinpreschooleducation.Throughthecomprehensiveapplicationofthesemethods,wehopetoprovidetargetedsuggestionsandstrategiesforimprovingtheearlyintegrationeducationliteracyofpreschooleducationundergraduatestudents.四、研究結(jié)果Researchresults本研究通過問卷調(diào)查和訪談的方式，對學(xué)前教育本科生的早期融合教育素養(yǎng)進(jìn)行了深入的調(diào)查研究。經(jīng)過數(shù)據(jù)分析和整理，得出以下研究結(jié)果。Thisstudyconductedanin-depthinvestigationintotheearlyintegrationeducationliteracyofundergraduatestudentsinpreschooleducationthroughquestionnairesurveysandinterviews.Afterdataanalysisandorganization,thefollowingresearchresultshavebeenobtained.在知識掌握方面，大部分學(xué)前教育本科生對早期融合教育的基本理念、原則和方法有一定的了解，但對其具體實(shí)施策略和實(shí)踐經(jīng)驗(yàn)相對較少。對于特殊兒童的心理特點(diǎn)、教育需求以及融合教育中的支持策略等方面，學(xué)生們的知識儲備也顯得不足。Intermsofknowledgemastery,mostundergraduatestudentsinpreschooleducationhaveacertainunderstandingofthebasicconcepts,principles,andmethodsofearlyintegratededucation,buthaverelativelylittlespecificimplementationstrategiesandpracticalexperience.Studentsalsohaveinsufficientknowledgereservesregardingthepsychologicalcharacteristics,educationalneeds,andsupportstrategiesinintegratededucationforspecialneedschildren.在態(tài)度認(rèn)知上，學(xué)前教育本科生普遍認(rèn)同早期融合教育的價(jià)值，認(rèn)為這對于促進(jìn)特殊兒童與普通兒童的共同發(fā)展具有重要意義。然而，在實(shí)際操作中，部分學(xué)生對于能否勝任融合教育的教學(xué)工作存在疑慮，缺乏足夠的自信。Intermsofattitudecognition,undergraduatestudentsinpreschooleducationgenerallyagreewiththevalueofearlyintegratededucation,believingthatitisofgreatsignificanceforpromotingthecommondevelopmentofspecialneedschildrenandordinarychildren.However,inpracticaloperation,somestudentshavedoubtsaboutwhethertheycanhandletheteachingworkofintegratededucationandlacksufficientconfidence.在技能掌握上，學(xué)生們在模擬教學(xué)環(huán)節(jié)中表現(xiàn)出了較高的教學(xué)熱情和創(chuàng)新能力，但在特殊兒童的個(gè)別化教育、情感支持和溝通交流等方面，技能水平有待提高。同時(shí)，學(xué)生們也普遍反映缺乏足夠的實(shí)踐機(jī)會和專業(yè)指導(dǎo)，以提升自己的融合教育技能。Intermsofskillmastery,studentshaveshownahighlevelofteachingenthusiasmandinnovativeabilityinsimulatedteaching,buttheirskilllevelneedstobeimprovedinpersonalizededucation,emotionalsupport,andcommunicationforspecialneedschildren.Meanwhile,studentsgenerallyreportalackofsufficientpracticalopportunitiesandprofessionalguidancetoenhancetheirintegratededucationskills.在影響因素上，研究發(fā)現(xiàn)學(xué)前教育本科生的早期融合教育素養(yǎng)受到多種因素的影響，包括課程設(shè)置、師資力量、實(shí)踐經(jīng)驗(yàn)、社會支持等。其中，課程設(shè)置和師資力量是影響學(xué)生融合教育素養(yǎng)的主要因素。合理的課程設(shè)置和專業(yè)的師資力量有助于學(xué)生系統(tǒng)地掌握融合教育的理論知識和實(shí)踐技能。Intermsofinfluencingfactors,researchhasfoundthattheearlyintegrationeducationliteracyofundergraduatestudentsinpreschooleducationisinfluencedbyvariousfactors,includingcurriculumdesign,teachingstaff,practicalexperience,socialsupport,etc.Amongthem,curriculumdesignandteachingstaffarethemainfactorsaffectingstudents'integratededucationliteracy.Areasonablecurriculumandprofessionalteachingstaffcanhelpstudentssystematicallymasterthetheoreticalknowledgeandpracticalskillsofintegratededucation.學(xué)前教育本科生的早期融合教育素養(yǎng)整體處于中等水平，既有一定的知識儲備和積極態(tài)度，也存在明顯的不足和提升空間。為了提高學(xué)前教育本科生的早期融合教育素養(yǎng)，建議加強(qiáng)課程設(shè)置和師資力量建設(shè)，提供更多的實(shí)踐機(jī)會和專業(yè)指導(dǎo)，同時(shí)加強(qiáng)社會支持和資源整合，為學(xué)前教育本科生提供更好的學(xué)習(xí)和成長環(huán)境。Theearlyintegrationeducationliteracyofundergraduatestudentsinpreschooleducationisgenerallyatamoderatelevel,withcertainknowledgereservesandpositiveattitudes,buttherearealsoobviousshortcomingsandroomforimprovement.Inordertoimprovetheearlyintegrationeducationliteracyofundergraduatestudentsinpreschooleducation,itisrecommendedtostrengthencurriculumdesignandteacherdevelopment,providemorepracticalopportunitiesandprofessionalguidance,andstrengthensocialsupportandresourceintegrationtoprovideabetterlearningandgrowthenvironmentforundergraduatestudentsinpreschooleducation.五、討論Discussion通過對學(xué)前教育本科生早期融合教育素養(yǎng)現(xiàn)狀的調(diào)查研究，我們獲得了一系列有價(jià)值的發(fā)現(xiàn)。這些發(fā)現(xiàn)不僅揭示了當(dāng)前學(xué)前教育本科生在早期融合教育方面的素養(yǎng)水平，也為我們進(jìn)一步提升早期融合教育質(zhì)量提供了有益的參考。Throughasurveyandresearchonthecurrentstatusofearlyintegrationeducationliteracyamongundergraduatestudentsinpreschooleducation,wehaveobtainedaseriesofvaluablefindings.Thesefindingsnotonlyrevealthecurrentliteracylevelofundergraduatestudentsinearlyintegratededucation,butalsoprovideusefulreferencesforustofurtherimprovethequalityofearlyintegratededucation.從調(diào)查結(jié)果來看，學(xué)前教育本科生的早期融合教育素養(yǎng)整體處于較高水平。這得益于國家對學(xué)前教育領(lǐng)域的重視和投入，以及高校對早期融合教育課程的不斷完善和優(yōu)化。然而，我們也應(yīng)看到，仍有部分學(xué)生的素養(yǎng)水平存在不足，這可能與課程設(shè)置、實(shí)踐機(jī)會、師資力量等因素有關(guān)。因此，我們需要進(jìn)一步加強(qiáng)早期融合教育課程的建設(shè)，提高課程質(zhì)量，確保學(xué)生能夠全面、深入地掌握早期融合教育的理念和方法。Fromthesurveyresults,itcanbeseenthattheearlyintegrationeducationliteracyofundergraduatestudentsinpreschooleducationisgenerallyatahighlevel.Thisisduetothecountry'semphasisandinvestmentinthefieldofpreschooleducation,aswellasthecontinuousimprovementandoptimizationofearlyintegratededucationcoursesbyuniversities.However,weshouldalsorecognizethattherearestillsomestudentswithinsufficientliteracylevels,whichmayberelatedtofactorssuchascurriculumdesign,practicalopportunities,andteachingstaff.Therefore,weneedtofurtherstrengthentheconstructionofearlyintegratededucationcourses,improvethequalityofcourses,andensurethatstudentscancomprehensivelyanddeeplygrasptheconceptsandmethodsofearlyintegratededucation.調(diào)查結(jié)果顯示，學(xué)前教育本科生對早期融合教育的認(rèn)知和理解程度較高。他們普遍認(rèn)為早期融合教育對于促進(jìn)特殊兒童與普通兒童的融合、提高教育質(zhì)量具有重要意義。然而，在實(shí)際操作中，部分學(xué)生仍感到困惑和無力。這可能是因?yàn)槔碚撆c實(shí)踐之間存在一定的差距，學(xué)生需要更多的實(shí)踐機(jī)會和指導(dǎo)來提升自己的實(shí)際操作能力。因此，高校應(yīng)加強(qiáng)與幼兒園等實(shí)踐基地的合作，為學(xué)生提供更多的實(shí)踐機(jī)會和實(shí)踐指導(dǎo)，幫助他們將理論知識轉(zhuǎn)化為實(shí)踐能力。Thesurveyresultsshowthatundergraduatestudentsinpreschooleducationhaveahigherlevelofawarenessandunderstandingofearlyintegratededucation.Theygenerallybelievethatearlyintegratededucationisofgreatsignificanceinpromotingtheintegrationofspecialneedschildrenandordinarychildren,andimprovingthequalityofeducation.However,inpracticaloperation,somestudentsstillfeelconfusedandpowerless.Thismaybebecausethereisacertaingapbetweentheoryandpractice,andstudentsneedmorepracticalopportunitiesandguidancetoimprovetheirpracticaloperationalabilities.Therefore,universitiesshouldstrengthencooperationwithpracticalbasessuchaskindergartens,providestudentswithmorepracticalopportunitiesandguidance,andhelpthemtransformtheoreticalknowledgeintopracticalabilities.調(diào)查還發(fā)現(xiàn)，學(xué)前教育本科生對早期融合教育的態(tài)度較為積極。他們普遍認(rèn)為早期融合教育是一種有益的教育方式，愿意積極參與其中。然而，也有部分學(xué)生表示對早期融合教育的未來發(fā)展感到擔(dān)憂。這可能與當(dāng)前早期融合教育面臨的挑戰(zhàn)和問題有關(guān)，如師資短缺、教育資源不足等。因此，我們需要進(jìn)一步加強(qiáng)對早期融合教育的宣傳和推廣，提高社會對早期融合教育的認(rèn)知度和接受度，為早期融合教育的持續(xù)發(fā)展?fàn)I造良好的社會環(huán)境。Thesurveyalsofoundthatundergraduatestudentsinpreschooleducationhaveamorepositiveattitudetowardsearlyintegratededucation.Theygenerallybelievethatearlyintegratededucationisabeneficialeducationalapproachandarewillingtoactivelyparticipateinit.However,somestudentsalsoexpressedconcernsaboutthefuturedevelopmentofearlyintegratededucation.Thismayberelatedtothechallengesandproblemsfacedbyearlyintegratededucation,suchasashortageofteachersandeducationalresources.Therefore,weneedtofurtherstrengthenthepublicityandpromotionofearlyintegrationeducation,improvethesociety'sawarenessandacceptanceofearlyintegrationeducation,andcreateagoodsocialenvironmentforthesustainabledevelopmentofearlyintegrationeducation.學(xué)前教育本科生早期融合教育素養(yǎng)現(xiàn)狀調(diào)查研究為我們提供了寶貴的數(shù)據(jù)和參考。我們需要根據(jù)調(diào)查結(jié)果，進(jìn)一步加強(qiáng)早期融合教育課程的建設(shè)和實(shí)踐指導(dǎo)，提高學(xué)生的素養(yǎng)水平和實(shí)踐能力。我們也需要加強(qiáng)對早期融合教育的宣傳和推廣，提高社會對早期融合教育的認(rèn)知度和接受度，為早期融合教育的持續(xù)發(fā)展注入新的動(dòng)力。Thesurveyandresearchonthecurrentstatusofearlyintegrationeducationliteracyamongundergraduatestudentsinpreschooleducationprovideuswithvaluabledataandreference.Weneedtofurtherstrengthentheconstructionandpracticalguidanceofearlyintegratededucationcoursesbasedonthesurveyresults,andimprovetheliteracylevelandpracticalabilityofstudents.Wealsoneedtostrengthenthepublicityandpromotionofearlyintegrationeducation,improvethesociety'sawarenessandacceptanceofearlyintegrationeducation,andinjectnewimpetusintothesustainabledevelopmentofearlyintegrationeducation.六、結(jié)論與建議Conclusionandrecommendations通過對學(xué)前教育本科生早期融合教育素養(yǎng)的深入調(diào)查研究，我們發(fā)現(xiàn)，盡管大多數(shù)學(xué)生對早期融合教育的理念持積極態(tài)度，但在實(shí)際操作中仍存在明顯的不足。這主要體現(xiàn)在對特殊兒童教育需求的認(rèn)知不足、缺乏針對性的教學(xué)方法和策略、以及在多元文化背景下的融合教育能力有限等方面。學(xué)前教育本科生的早期融合教育素養(yǎng)也受到課程設(shè)置、師資水平、實(shí)踐經(jīng)驗(yàn)等多種因素的影響。Throughin-depthinvestigationandresearchontheearlyintegrationeducationliteracyofundergraduatestudentsinpreschooleducation,wefoundthatalthoughmoststudentsholdapositiveattitudetowardstheconceptofearlyintegrationeducation,therearestillsignificantshortcomingsinpracticaloperation.Thisismainlyreflectedininsufficientawarenessoftheeducationalneedsofspecialneedschildren,lackoftargetedteachingmethodsandstrategies,andlimitedabilitytointegrateeducationinamulticulturalcontext.Theearlyintegrationeducationliteracyofundergraduatestudentsinpreschooleducationisalsoinfluencedbyvariousfactorssuchascurriculumdesign,teacherlevel,andpracticalexperience.優(yōu)化課程設(shè)置：高校應(yīng)增加與早期融合教育相關(guān)的課程內(nèi)容，確保學(xué)生全面了解特殊兒童的教育需求，掌握相應(yīng)的教學(xué)方法和策略。同時(shí)，加強(qiáng)理論與實(shí)踐的結(jié)合，為學(xué)生提供更多的實(shí)踐機(jī)會。Optimizingcourseofferings:Universitiesshouldincreasecoursecontentrelatedtoearlyintegratededucationtoensurethatstudentsfullyunderstandtheeducationalneedsofspecialneedschildrenandmastercorrespondingteachingmethodsandstrategies.Atthesametime,strengthenthecombinationoftheoryandpr