日本教育病理学的理论基础:社会病理学  

The Theoretical Basis of Japanese Educational Pathology: Social Pathology

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：《外国教育研究》2009年第12期33-39,共7页Studies in Foreign 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：日本现代的教育病理学是作为教育社会学中的一个研究领域被提倡的,它运用社会病理学的理论和方法研究教育中的病理现象。社会病理学有多种理论流派,它们或多或少地对日本的教育病理研究产生了一定的影响,致使教育病理研究的分析框架多种多样。从总体上讲,结构功能主义构成了日本教育病理研究的方法论的主体,但有的学者侧重于用功能主义分析教育病理,也有的学者侧重于用结构功能主义分析教育病理,因而在对教育病理的发生原因、发生过程和结果形态的阐述上存在着多种论点。The modem educational pathology in Japan is advocated as a researching field in educational sociology, which applies the theories and methods in social pathology to investigate pathology phenomenon in education. There are a lot of theoretical genres in social pathology, which have brought some impact on Japanese educational pathology research more or less and brought about diverse analysis frameworks for it. As a whole, structural functionalism is the principal part of the methodology of Japanese educational pathology research, but some scholars emphasize particularly on applying functionalism to analyze educational pathology, and some ones prefer using structural functionalism to analyze it, as a result, there are many argumentations for the expounding about occurring reason and process, and outcome configuration of educational pathology.

关 键 词：日本 社会病理学 教育病理学 教育病理 结构功能主义 

分 类 号：G40-052[文化科学—教育学原理]