从隐性到显性:日本英才教育政策及实践路径分析  

From Invisible to Visible: Gifted and Talented Education Policy and Implementation Routes in Japan

作　　者：李建民[1] 

机构地区：[1]中国教育科学研究院基础教育研究所,北京100088

出　　处：《比较教育研究》2018年第1期30-36,共7页International and Comparative Education

基　　金：2014年度教育部人文社会科学重点研究基地重大研究项目"英才教育政策与实践的国际比较研究"(项目批准号:14JJD880013)的阶段性成果

摘　　要：日本英才教育政策及实践经历了五个发展阶段,即第二次世界大战前精英主义教育阶段、低迷消沉阶段、反思与萌芽阶段、试点性阶段、显性化阶段。日本社会对"英才"有两种理解,一是具有"才能"的儿童,二是双重特殊学生(即学习障碍超常儿童)。基于此种理解,日本英才教育政策在经济、科技发展的倒逼下渐进性地突破了第二次世界大战后教育改革所确立的平等主义原则,以"才能"一词代替"英才"并将其纳入"个性"的范畴。当前,日本英才教育政策呈现出这样一种状态:以兼顾教育平等为重要特征,以科技和理科人才的培养为重点,以社会团体、半官方机构、学校和政府的协力合作为主要实施方式的实践路径。Gifted and talented education policy and its implementation in Japan has undergone five development stages, i.e. elite-oriented stage, frozen stage, fl^dging stage, pilot stage and overt stage. The gifted and talented is considered in two ways in Japanese context： one is students with ＂saino＂, the other is twice exceptional students. Based on such understanding, gifted and talented education policy broke through the principle of egalitarianism established in the postwar educational reform, emphasizing ＂saino＂ instead of gifted and talented and subsuming ＂saino＂ into the domain of individuality. Gifted and talented education policy in Japan is characterized with educational equality, emphasizes STEM area, and is implemented through diversified routes.

关 键 词：英才教育 才能与个性 超级理科高中 日本 

分 类 号：G763[文化科学—特殊教育学]