干预—反应(RtI)模型:美国教育政策理念架构的新趋势被引量：13

Response to Intervention Model:New trend in Educational Policy Conceptural Framework in the United States

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摘要干预-反应模型(Response to Intervention,RtI)是通过连续评估学生学业及行为表现指导教学的一种系统化三级模型,具有风险预防、循证实践和系统改变三大核心理念。RtI超越了对绩效责任的机械测量,聚焦教与学的动态过程,运用过程监测评估教育效果,与美国教育绩效责任改革的主线一脉相承。干预-反应模型的发展折射出美国教育政策理念架构的新趋势,反映了科学匹配学生需求和教学内容、科学整合资源、促进融合教育的政策导向。 The history and challenges of educational accountability reform in the United States are reviewed first. The definition, core features, and key values of Response to Intervention are explained and analyzed afterward. Next RtI model as the conceptual framework of educational policy are introduced and compared with the traditional medical model as well. Lastly, new trend in educational policy conceptual framework in the United States are described, and implications for school-based practitioners and researchers in China are provided.

作者刘宇洁韦小满

机构地区北京师范大学教育学部特殊教育研究所北京师范大学教育学部教育统计与测量研究所

出处《比较教育研究》 CSSCI 北大核心 2012年第11期86-90,共5页 International and Comparative Education

关键词干预-反应模型教育政策风险预防循证实践系统改变 response to intervention （RtI） educational policy evidence-based practice prevention approach system change

分类号 G571.2 [文化科学—教育技术学]

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