中文摘要：

目的了解广州市普通小学教师对孤独症谱系障碍（ASD）特征知识的掌握状况及其对待孤独症儿童的态度,为普通学校开展孤独症儿童的融合教育提供参考线索和指导。方法采用方便抽样的方法选取广州市两所普通小学的全体教师,共发放问卷105份,回收105份,有效问卷92份。从语言、社交、行为、生活自理和学校特殊表现等方面调查小学教师对孤独症特征的了解情况;从就业、社交、生活等方面调查小学教师对孤独症儿童的态度。结果小学教师对孤独症语言、社交、行为、生活自理能力和课堂特殊表现的充分了解率分别为44.6%、58.7%、44.6%、34.8%、60.9%,对孤独症的学校特殊表现了解程度与＂我会鼓励班上的学生与有异常表现的孤独症儿童交往＂的态度呈负相关,（r=-0.22,P〈0.05）,对孤独症语言特征的了解程度与＂孤独症儿童能接受普通教育＂的态度呈正相关,（r=0.21,P〈0.05）,获得非常同意态度率最高的是＂我们应该帮助孤独症儿童＂（52.2%）与＂我对孤独症的态度会影响他对自己的看法＂（21.7%）;在获非常同意态度率排名最后的是＂孤独症儿童能在普通学校接受教育＂（2.2%）;＂我愿意与有暴力倾向行为的孤独症患者正常交往＂（5.4%）;＂我会鼓励班上的同学与有暴力倾向的孤独症儿童交往＂（6.5%）。结论广州市某两所普通小学的教师对孤独症的特征总体了解不充分,对孤独症持有友好的态度,对有暴力倾向和异常行为的孤独症儿童接纳程度较低。因此,应对开展融合教育的普通小学的教师进行孤独症知识培训。

英文摘要：

Objective To survey the condition of Guangzhou general primary school teachers＇ understanding of the characteristics of autism spectrum disorders（ASD） and their attitudes toward autistic children, and provide advices and help for the inclusive education of autistic children in general schools.Methods A total of 105 questionnaires from 105 teachers in two general primary schools in Guangzhou were collected and 92 among them were valid. All the teachers＇ understanding of autism characteristics about language, social, self-care and special performance in school as well as their attitudes toward autistic children about employment, social contact and other aspects were investigated. Results The general school teachers＇ understanding rate of autism about language, social contact, self-care and special performance were 44.6%, 58.7%, 44.6%, 34.8% and 60.9%, respectively. There was a negative correlation between the degree of the understanding of the specific performance characteristics and the attitude of＂I would encourage students in the class to interact with autistic children with abnormal behavior＂（r =-0.22, P〈0.05）. The understanding degree of the language characteristics of autistic children and the attitude of＂autistic children can receive general education＂was positively correlated（r = 0.21, P〈0.05）. The opinion of＂we should help children with autism.＂ get the highest rate approval（52.2%）, and the second is＂my attitude toward autistic children will change their views to themselves＂（21.7%）. Ranked last in a quite approval attitude was＂autistic children could be educated in general school＂（2.2%）,＂I am willing to interact with autistic children with violent tendencies＂（5.4%）, and＂I will encourage students in the class to interact with autistic children with violent tendencies ＂（6.5%）. Conclusion The teachers of the two ordinary primary schools in Guangzhou have not fully understood the characteristics of autism, but they have a friendly attitude t