學前教育本科生早期融合教育素養(yǎng)現(xiàn)狀調查研究

學前教育本科生早期融合教育素養(yǎng)現(xiàn)狀調查研究一、本文概述Overviewofthisarticle本研究旨在深入探究學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、實踐技能和教育態(tài)度等維度的表現(xiàn)。通過系統(tǒng)的文獻綜述和實證研究，我們期望揭示學前教育本科生在早期融合教育方面的優(yōu)勢與不足，進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，強調將特殊兒童與普通兒童一同安置在普通教育環(huán)境中，以促進他們的共同發(fā)展。在這一過程中，學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，也是推動早期融合教育理念和實踐的重要力量。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查、訪談和觀察等多種方法，收集學前教育本科生在早期融合教育方面的相關數(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。在此基礎上，我們將提出針對性的建議，以期提升學前教育本科生的早期融合教育素養(yǎng)，推動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構提供了重要的參考依據(jù)，有助于推動早期融合教育的深入發(fā)展和普及。Thesignificanceofthisstudyisnotonlytorevealthecurrentsituationofearlyintegrationeducationliteracyamongundergraduatestudentsinpreschooleducation,butalsotoprovideusefulreferencesforimprovingtheireducationalliteracy.Throughthisstudy,wecangainamorecomprehensiveunderstandingoftheneedsandchallengesofundergraduatestudentsinearlyintegrationeducation,andprovidethemwithsupportandassistanceforprofessionalgrowthandcareerdevelopment.Thisstudyalsoprovidesimportantreferenceforpolicymakersandeducationalinstitutions,helpingtopromotethein-depthdevelopmentandpopularizationofearlyintegratededucation.二、文獻綜述Literaturereview早期融合教育作為當前特殊教育領域的一種新興模式，旨在將特殊兒童與普通兒童在教育環(huán)境中盡早融合，以促進雙方的共同發(fā)展。這一模式不僅關注特殊兒童的教育需求，也強調普通兒童對多元文化的理解和接納。學前教育作為兒童成長的關鍵階段，其融合教育的實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.在學前教育領域，國內外學者對早期融合教育的理論與實踐進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）通過對多個國家的融合教育項目進行對比分析，發(fā)現(xiàn)有效的融合教育能夠提升特殊兒童的社會適應能力，同時也能夠促進普通兒童的同理心和包容性發(fā)展。國內研究則更加注重融合教育的本土化實踐，如李紅（2015）在研究中指出，我國學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，國內外均有所涉及。國外學者普遍認為，本科生作為未來教育工作的中堅力量，其融合教育素養(yǎng)的培養(yǎng)至關重要。例如，Johnson和Wang（2012）在研究中提出，本科生應該具備對融合教育理念、方法和策略的深入理解，以及在實際教學中應用這些知識和技能的能力。國內研究則更加注重本科生融合教育素養(yǎng)的實踐培養(yǎng)，如王磊（2018）在研究中建議，通過實習、見習等方式，讓本科生在實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.早期融合教育在學前教育領域的應用與實踐已經(jīng)得到了廣泛關注和研究。然而，針對本科生早期融合教育素養(yǎng)的調查研究仍顯不足。因此，本研究旨在通過問卷調查和訪談等方法，深入了解學前教育本科生早期融合教育素養(yǎng)的現(xiàn)狀，以期為提升我國學前教育質量、推動融合教育的深入發(fā)展提供參考和借鑒。Theapplicationandpracticeofearlyintegratededucationinthefieldofpreschooleducationhavereceivedwidespreadattentionandresearch.However,thereisstillinsufficientresearchontheearlyintegrationeducationliteracyofundergraduatestudents.Therefore,thisstudyaimstogainadeeperunderstandingofthecurrentstatusofearlyintegratededucationliteracyamongundergraduatestudentsinpreschooleducationthroughmethodssuchasquestionnairesurveysandinterviews,inordertoprovidereferenceandinspirationforimprovingthequalityofpreschooleducationinChinaandpromotingthein-depthdevelopmentofintegratededucation.三、研究方法Researchmethods本研究旨在深入調查學前教育本科生早期融合教育素養(yǎng)的現(xiàn)狀。為保證研究的科學性和準確性，我們采用了多種研究方法相結合的策略，具體包括文獻研究法、問卷調查法、訪談法以及觀察法。Theaimofthisstudyistoinvestigateindepththecurrentsituationofearlyintegrationeducationliteracyamongundergraduatestudentsinpreschooleducation.Toensurethescientificityandaccuracyofourresearch,weadoptedastrategythatcombinesmultipleresearchmethods,includingliteraturereview,questionnairesurvey,interview,andobservation.通過文獻研究法，我們對國內外關于早期融合教育和學前教育本科生素養(yǎng)的相關文獻進行了系統(tǒng)的梳理和分析，以了解當前研究的現(xiàn)狀和不足，為本研究提供理論基礎和參考依據(jù)。Throughliteratureresearch,wesystematicallyreviewedandanalyzedrelevantliteratureonearlyintegratededucationandundergraduateliteracyinpreschooleducationbothdomesticallyandinternationally,inordertounderstandthecurrentresearchstatusandshortcomings,andprovideatheoreticalbasisandreferenceforthisstudy.我們設計了詳細的問卷調查，針對全國范圍內的學前教育本科生進行大規(guī)模的調查。問卷內容包括個人基本情況、對早期融合教育的認知、態(tài)度、實踐經(jīng)驗等多個方面，以全面了解學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.在問卷調查的基礎上，我們還選取了部分具有代表性的學前教育本科生進行了深入的訪談。通過與他們的深入交流，我們進一步了解了他們的內心世界和真實想法，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，對學前教育本科生的教學實踐進行了現(xiàn)場觀察。通過觀察他們在課堂教學、師生互動、教育環(huán)境創(chuàng)設等方面的表現(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.本研究采用了文獻研究法、問卷調查法、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用，我們期待能夠為提高學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、研究結果Researchresults本研究通過問卷調查和訪談的方式，對學前教育本科生的早期融合教育素養(yǎng)進行了深入的調查研究。經(jīng)過數(shù)據(jù)分析和整理，得出以下研究結果。Thisstudyconductedanin-depthinvestigationintotheearlyintegrationeducationliteracyofundergraduatestudentsinpreschooleducationthroughquestionnairesurveysandinterviews.Afterdataanalysisandorganization,thefollowingresearchresultshavebeenobtained.在知識掌握方面，大部分學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，但對其具體實施策略和實踐經(jīng)驗相對較少。對于特殊兒童的心理特點、教育需求以及融合教育中的支持策略等方面，學生們的知識儲備也顯得不足。Intermsofknowledgemastery,mostundergraduatestudentsinpreschooleducationhaveacertainunderstandingofthebasicconcepts,principles,andmethodsofearlyintegratededucation,buthaverelativelylittlespecificimplementationstrategiesandpracticalexperience.Studentsalsohaveinsufficientknowledgereservesregardingthepsychologicalcharacteristics,educationalneeds,andsupportstrategiesinintegratededucationforspecialneedschildren.在態(tài)度認知上，學前教育本科生普遍認同早期融合教育的價值，認為這對于促進特殊兒童與普通兒童的共同發(fā)展具有重要意義。然而，在實際操作中，部分學生對于能否勝任融合教育的教學工作存在疑慮，缺乏足夠的自信。Intermsofattitudecognition,undergraduatestudentsinpreschooleducationgenerallyagreewiththevalueofearlyintegratededucation,believingthatitisofgreatsignificanceforpromotingthecommondevelopmentofspecialneedschildrenandordinarychildren.However,inpracticaloperation,somestudentshavedoubtsaboutwhethertheycanhandletheteachingworkofintegratededucationandlacksufficientconfidence.在技能掌握上，學生們在模擬教學環(huán)節(jié)中表現(xiàn)出了較高的教學熱情和創(chuàng)新能力，但在特殊兒童的個別化教育、情感支持和溝通交流等方面，技能水平有待提高。同時，學生們也普遍反映缺乏足夠的實踐機會和專業(yè)指導，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，包括課程設置、師資力量、實踐經(jīng)驗、社會支持等。其中，課程設置和師資力量是影響學生融合教育素養(yǎng)的主要因素。合理的課程設置和專業(yè)的師資力量有助于學生系統(tǒng)地掌握融合教育的理論知識和實踐技能。Intermsofinfluencingfactors,researchhasfoundthattheearlyintegrationeducationliteracyofundergraduatestudentsinpreschooleducationisinfluencedbyvariousfactors,includingcurriculumdesign,teachingstaff,practicalexperience,socialsupport,etc.Amongthem,curriculumdesignandteachingstaffarethemainfactorsaffectingstudents'integratededucationliteracy.Areasonablecurriculumandprofessionalteachingstaffcanhelpstudentssystematicallymasterthetheoreticalknowledgeandpracticalskillsofintegratededucation.學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。為了提高學前教育本科生的早期融合教育素養(yǎng)，建議加強課程設置和師資力量建設，提供更多的實踐機會和專業(yè)指導，同時加強社會支持和資源整合，為學前教育本科生提供更好的學習和成長環(huán)境。Theearlyintegrationeducationliteracyofundergraduatestudentsinpreschooleducationisgenerallyatamoderatelevel,withcertainknowledgereservesandpositiveattitudes,buttherearealsoobviousshortcomingsandroomforimprovement.Inordertoimprovetheearlyintegrationeducationliteracyofundergraduatestudentsinpreschooleducation,itisrecommendedtostrengthencurriculumdesignandteacherdevelopment,providemorepracticalopportunitiesandprofessionalguidance,andstrengthensocialsupportandresourceintegrationtoprovideabetterlearningandgrowthenvironmentforundergraduatestudentsinpreschooleducation.五、討論Discussion通過對學前教育本科生早期融合教育素養(yǎng)現(xiàn)狀的調查研究，我們獲得了一系列有價值的發(fā)現(xiàn)。這些發(fā)現(xiàn)不僅揭示了當前學前教育本科生在早期融合教育方面的素養(yǎng)水平，也為我們進一步提升早期融合教育質量提供了有益的參考。Throughasurveyandresearchonthecurrentstatusofearlyintegrationeducationliteracyamongundergraduatestudentsinpreschooleducation,wehaveobtainedaseriesofvaluablefindings.Thesefindingsnotonlyrevealthecurrentliteracylevelofundergraduatestudentsinearlyintegratededucation,butalsoprovideusefulreferencesforustofurtherimprovethequalityofearlyintegratededucation.從調查結果來看，學前教育本科生的早期融合教育素養(yǎng)整體處于較高水平。這得益于國家對學前教育領域的重視和投入，以及高校對早期融合教育課程的不斷完善和優(yōu)化。然而，我們也應看到，仍有部分學生的素養(yǎng)水平存在不足，這可能與課程設置、實踐機會、師資力量等因素有關。因此，我們需要進一步加強早期融合教育課程的建設，提高課程質量，確保學生能夠全面、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.調查結果顯示，學前教育本科生對早期融合教育的認知和理解程度較高。他們普遍認為早期融合教育對于促進特殊兒童與普通兒童的融合、提高教育質量具有重要意義。然而，在實際操作中，部分學生仍感到困惑和無力。這可能是因為理論與實踐之間存在一定的差距，學生需要更多的實踐機會和指導來提升自己的實際操作能力。因此，高校應加強與幼兒園等實踐基地的合作，為學生提供更多的實踐機會和實踐指導，幫助他們將理論知識轉化為實踐能力。Thesurveyresultsshowthatundergraduatestudentsinpreschooleducationhaveahigherlevelofawarenessandunderstandingofearlyintegratededucation.Theygenerallybelievethatearlyintegratededucationisofgreatsignificanceinpromotingtheintegrationofspecialneedschildrenandordinarychildren,andimprovingthequalityofeducation.However,inpracticaloperation,somestudentsstillfeelconfusedandpowerless.Thismaybebecausethereisacertaingapbetweentheoryandpractice,andstudentsneedmorepracticalopportunitiesandguidancetoimprovetheirpracticaloperationalabilities.Therefore,universitiesshouldstrengthencooperationwithpracticalbasessuchaskindergartens,providestudentswithmorepracticalopportunitiesandguidance,andhelpthemtransformtheoreticalknowledgeintopracticalabilities.調查還發(fā)現(xiàn)，學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，也有部分學生表示對早期融合教育的未來發(fā)展感到擔憂。這可能與當前早期融合教育面臨的挑戰(zhàn)和問題有關，如師資短缺、教育資源不足等。因此，我們需要進一步加強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知度和接受度，為早期融合教育的持續(xù)發(fā)展營造良好的社會環(huán)境。Thesurveyalsofoundthatundergraduatestudentsinpreschooleducationhaveamorepositiveattitudetowardsearlyintegratededucation.Theygenerallybelievethatearlyintegratededucationisabeneficialeducationalapproachandarewillingtoactivelyparticipateinit.However,somestudentsalsoexpressedconcernsaboutthefuturedevelopmentofearlyintegratededucation.Thismayberelatedtothechallengesandproblemsfacedbyearlyintegratededucation,suchasashortageofteachersandeducationalresources.Therefore,weneedtofurtherstrengthenthepublicityandpromotionofearlyintegrationeducation,improvethesociety'sawarenessandacceptanceofearlyintegrationeducation,andcreateagoodsocialenvironmentforthesustainabledevelopmentofearlyintegrationeducation.學前教育本科生早期融合教育素養(yǎng)現(xiàn)狀調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)調查結果，進一步加強早期融合教育課程的建設和實踐指導，提高學生的素養(yǎng)水平和實踐能力。我們也需要加強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)展注入新的動力。Thesurveyandresearchonthecurrentstatusofearlyintegrationeducationliteracyamongundergraduatestudentsinpreschooleducationprovideuswithvaluabledataandreference.Weneedtofurtherstrengthentheconstructionandpracticalguidanceofearlyintegratededucationcoursesbasedonthesurveyresults,andimprovetheliteracylevelandpracticalabilityofstudents.Wealsoneedtostrengthenthepublicityandpromotionofearlyintegrationeducation,improvethesociety'sawarenessandacceptanceofearlyintegrationeducation,andinjectnewimpetusintothesustainabledevelopmentofearlyintegrationeducation.六、結論與建議Conclusionandrecommendations通過對學前教育本科生早期融合教育素養(yǎng)的深入調查研究，我們發(fā)現(xiàn)，盡管大多數(shù)學生對早期融合教育的理念持積極態(tài)度，但在實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知不足、缺乏針對性的教學方法和策略、以及在多元文化背景下的融合教育能力有限等方面。學前教育本科生的早期融合教育素養(yǎng)也受到課程設置、師資水平、實踐經(jīng)驗等多種因素的影響。Throughin-depthinvestigationandresearchontheearlyintegrationeducationliteracyofundergraduatestudentsinpreschooleducation,wefoundthatalthoughmoststudentsholdapositiveattitudetowardstheconceptofearlyintegrationeducation,therearestillsignificantshortcomingsinpracticaloperation.Thisismainlyreflectedininsufficientawarenessoftheeducationalneedsofspecialneedschildren,lackoftargetedteachingmethodsandstrategies,andlimitedabilitytointegrateeducationinamulticulturalcontext.Theearlyintegrationeducationliteracyofundergraduatestudentsinpreschooleducationisalsoinfluencedbyvariousfactorssuchascurriculumdesign,teacherlevel,andpracticalexperience.優(yōu)化課程設置：高校應增加與早期融合教育相關的課程內容，確保學生全面了解特殊兒童的教育需求，掌握相應的教學方法和策略。同時，加強理論與實踐的結合，為學生提供更多的實踐機會。Optimizingcourseofferings:Universitiesshouldincreasecoursecontentrelatedtoearlyintegratededucationtoensurethatstudentsfullyunderstandtheeducationalneedsofspecialneedschildrenandmastercorrespondingteachingmethodsandstrategies.Atthesametime,strengthenthecombinationoftheoryandpr