An Pedagogical Study of the Teaching Practices of the Learning Group Organized Diverse Children in Special Needs Education

本研究从理论和实践两个方面对包括发展性障碍等“特殊教育需要”儿童在内的学习群体的教学方法进行了阐述。对有“特殊教育需要”的儿童的指导侧重于个人支助，而不是参加班级小组。因此，本文通过对日本、德国的教学理论的研究和对小学教学实践的分析，提出了班级教学的意义和教学方法，课堂管理与教学指导并重的重要性，以及“教与学交替变化”模式的构建。

In this research, the teaching methods for the learning groups including children with "special educational needs", like developmental disorders, are clarified from theory and practice. The instruction to the children with "special educational needs" is focused on the individual supports, instead of attending to a class-group. Therefore, the significance of the instruction to a class-group/small groups and the methods of the instruction, secondly, the importance of having the viewpoints with both classroom management and teaching instruction, thirdly, the structure of the model of "teaching with alternate change in learning forms" are considered by researching the pedagogical theory in Japan and Germany and analyzing the practice in elementary school.