随班就读的课程建设是成功的融合教育的关键。
Curriculum development is the key to successful integrated education.
随班就读是我国特殊儿童接受义务教育的主要形式。
Learning in regular classes is the main form for special children to accept compulsory education in China.
特殊教育学生数中包括普通中小学随班就读的学生。
Students receiving special education include those learning in the same class of formal regular junior and primary school students.
而随班就读相关课程的学习对接纳态度有显著影响。
There is significant difference between trained and untrained students.
注：特殊教育学生数中包括普通中小学随班就读的学生。
Note:Number of the Students Followed in the Regular Primary and Middle School in the Special Education.
小组合作学习正在成为随班就读重要的课堂教学组织形式。
Cooperative learning group students are becoming an important teaching organization form.
随班就读和特殊学校是我国特殊儿童的两种主要教育安置形式。
Integrated and special education are the two primary educational placements for mental retardation children in China.
结果表明，不少师范生对随班就读缺乏深入认识，态度更倾向于消极。
The results indicate that many students lack deep recognition of children with special needs learning in regular class and their attitudes tend to be negative.
利用质的研究方法，研究了—位随班就读学生在普通学校的学习情况。
Qualitative research method was used in the present research to investigate the learning situation of LiZhen, a student learning in the regular classroom.
随班就读学生的问题行为一直是妨碍我国随班就读教学质量提高的重要问题。
However, problem behaviors of special students in regular classes have been impeded quality improvement of learning in regular classes.
不管随班就读学生的障碍程度如何，都应把普通教育课程作为随班就读课程建设的基础。
Regardless of a student's disability, general education curriculum should serve as foundation for curriculum development of mainstreaming.
历经口语教学与手语教学纷争的聋校语言教学模式影响了听觉障碍儿童随班就读的教学模式。
Language teaching in deaf schools has experienced controversies between oral language teaching and sign-language teaching, which influences teaching models of LRC for hearing-handicapped children.
其中37152名听障儿童进入普通幼儿园或普通小学随班就读，听障儿童入普率达到26.8%。
Among them there were 37152 hearing-impaired children entered ordinary kindergarten or ordinary primary school to study, the rate was 26.8%.
研究内容包括随班就读聋童家庭教育的条件、家长的教育能力、家庭教育的内容以及家庭教育的方式和效果。
It studied the conditions of family education, the parents' capability on education, and contents, styles and results of the family education.
本文采取问卷调查的方法，对农村与城市已经参加随班就读的小学教师运用的教学调整策略进行调查与比较分析。
A survey and comparative analysis were conducted on teaching adjustment strategies used in mainstreaming classes at rural and urban primary schools.
本文还揭示了全纳课程调整与分层的原则及其具体方式，并结合我国随班就读课程的特点与具体实践进行了讨论。
The paper also revealed the principles and concrete measures of curriculum adjustment and differentiation for inclusive schools, and initiated meaningful discussions based …
本文还揭示了全纳课程调整与分层的原则及其具体方式，并结合我国随班就读课程的特点与具体实践进行了讨论。
The paper also revealed the principles and concrete measures of curriculum adjustment and differentiation for inclusive schools, and initiated meaningful discus...
结果表明，对有特殊教育需要的学生在普通班级随班就读的基本态度上，普小教师持赞同态度的人数百分比明显低于特教教师。
The result showed that the percent of approving that the students with special needs learned in the primary schools was lower for the teachers in the primary schools than those in the special schools.
本文是在北京市十几年的随班就读工作经验和经过近几年的深入研究和实践的基础上，总结出的“北京随班就读综合教育模式”。
This article reviews the experience of integration in Beijing for the past ten years on the basis of the research in the last year.
因此，研究随班就读教师差异教学能力，不仅能为相关部门开展随班就读教师培养和培训提供理论依据，还能为随班就读教师改进课堂教学提供参考。
The study of LIRC teachers' teaching competence for differentiating instruction can not only provide theoretical basis for the relevant departments but also provide reference for the teachers.
因此，研究随班就读教师差异教学能力，不仅能为相关部门开展随班就读教师培养和培训提供理论依据，还能为随班就读教师改进课堂教学提供参考。
The study of LIRC teachers' teaching competence for differentiating instruction can not only provide theoretical basis for the relevant departments but also provide reference for the teachers.
应用推荐