融合教育背景下特殊学生家校互动模式的质性研究

A Qualitative Study of Interactive Model between Teachers and Parents of Children with Special Education Needs under the Context of Inclusive Education

普通学校教师与特殊学生家长之间相互尊重、信任的互动关系是融合教育取得成功的前提条件。采用 质性研究方法，以兰德尔•柯林斯的“互动仪式链”为理论视角，选取三对普通教师和特殊学生家长为研究对象探究 他们的互动过程、效果及其影响因素。按照“文化资本和情感能量投人——互动过程——互动效果”的叙事逻辑分 别呈现三对案例的互动模式，结果表明：三对教师和特殊学生家长的互动投人、过程与效果各异，最终分别形成了 “冲突一疏离”“逃避一追赶”“合作共赢”式的互动模式。教师与特殊学生家长所在学校的融合性支持环境、家庭社 会经济地位以及个人特质等会影响二者带人互动的文化资本与情感能量水平，进而对互动过程和效果产生影响。

The prerequisite for successful inclusive education is the mutual respect and trust between teachers and parents of students with special needs in regular schools. This study adopted qualitative research method and selected three pairs of regular school teachers and parents of children with special needs to explore their interactive process， effects and influential factors， from the perspective of Interactive Ritual Chains theory . The author presented the interactive models of the three cases respectively according to the narrative logic of “Cultural Capital and Emotional Energy Input—Interactive Process—Interactive Effect”. The results showed that the three pairs of teachers and parents were different in interactive inputs， processes and effects， eventually developing three interactive models respectively， namely ^conflict—alienation”，“escape—catching-up” and “collaborative partnerships”. Furthermore， the research found that schools' inclusive environment， family socio-economic status and personal characteristics of teachers and parents of students with special needs could affect the level of cultural capital and emotional energy that they brought into interaction， which in turn influenced the process and effects of the interac- tion.