生态课程观视角下特殊教育学校浸润式音乐环境的建构-国际教育学-CSCIED科技核心评价数据库-手机版

生态课程观视角下特殊教育学校浸润式音乐环境的建构

Construction of immersive music environment in special education schools from the perspective of ecological curriculum

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DOI	10.12208/j.ije.20260055
刊名	国际教育学 International Journal of Education
年，卷(期)	2026, 8(2)
作者	洪显利², 李丹¹,
作者单位	重庆师范大学教育科学学院特殊教育系重庆; 重庆师范大学教育科学学院心理学系重庆;
摘要	党和政府高度重视特殊学生的美育，要求强化美育与各学科协同，实现美育育人与教育康复的双重功能。音乐对发展特殊学生听觉、肢体、认知及社交能力具有重要意义。以生态课程观为核心理论支撑，探讨特殊教育学校浸润式音乐环境的建构与实施策略。通过浸润式音乐环境建构与生态化实施，提升特殊学生的社会适应与生活品质，并为特殊教育学校美育与康复实践提供可借鉴的理论参考与实践指导。
Abstract	The Party and the government attach great importance to aesthetic education for students with special needs, requiring strengthened collaboration between aesthetic education and other subjects to achieve the dual functions of aesthetic education in character development and rehabilitation. Music plays a vital role in enhancing the auditory, physical, cognitive, and social abilities of students with special needs. Based on the core theoretical support of an ecological curriculum perspective, this paper explores the construction and implementation strategies of an immersive music environment in special education schools. Through the construction and ecological implementation of an immersive music environment, the social adaptation and quality of life of students with special needs can be improved, and theoretical references and practical guidance can be provided for aesthetic education and rehabilitation practices in special education schools.
关键词	特殊学生；生态课程观；浸润式；建构音乐环境
KeyWord	Students with special needs; Ecological curriculum perspective; Immersion; Music environment construction
基金项目
页码	104-110

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引用本文

洪显利, 李丹. 生态课程观视角下特殊教育学校浸润式音乐环境的建构 [J]. 国际教育学. 2026; 8; (2). 104 - 110.

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