日本基于心理学和精神病理学的教育病理学探析  

A Probe into Educational Pathology Based on Psychology and Psychopathology in Japan

作　　者：张德伟[1] 

机构地区：[1]东北师范大学国际与比较教育研究所,吉林长春130024

出　　处：《教育理论与实践》2008年第9期57-61,共5页Theory and Practice of Education

基　　金：全国教育科学“十五”规划教育部规划课题《世界主要发达国家中小学“教育病理”研究》(课题批准号:FDB011082);国家教委人文社会科学研究“九五”规划青年基金项目《当代日本“教育病理”研究》

摘　　要：教育病理学是19世纪末由德国莱比锡大学哲学教授、教育学家兼心理学家鲁道夫·司托里音伯耳(Ludwig Strmpell)创立的,20世纪初传播到日本,在日本得到了一定的普及和发展。这种传统的教育病理学是以心理学和精神病理学为理论基础、以精神缺陷儿童为对象、以寻求预防和治疗儿童精神缺陷的方法为目的的一门学问,曾被视为教育学的一个分支学科,又被视为"治疗教育学"的一部分。教育病理学的理论和方法对于特殊教育学的形成和发展起到了重要的引领和奠基作用。Educational pathology was founded at the end of the nineteenth century by Ludwig Str timpell who was a philosophy professor in German Leipzig University,an educationalist and psychologist,and then at the beginning of the twentieth century was spread to Japan where it got some popularization and development. This traditional educational pathology regards psychology and psychopathology as its theoretical basis, the children with mental defects as its subject matter, and pursuit of approaches to preventing and curing the mental defects of children as its aim, and has once been recognized as a branch discipline of pedagogy and a part of therapy pedagogy. The theories and methods of educational pathology play an important role in guiding and laying a foundation for the forming and developing of special pedagogy.

关 键 词：教育病理学 心理学 精神病理学 精神缺陷儿童 治疗教育学 

分 类 号：G40-059.9[文化科学—教育学原理]