特殊教育本体认识论审视——基于特殊教育概念的分析  

A Review of Special Education Ontological Epistemology:Analyses Based on the Concept of Special Education

作　　者：王培峰 WANG Peifeng(School of Special Education,Nanjing Normal University of Special Education,Nanjing 210038)

机构地区：[1]南京特殊教育师范学院特殊教育学院,南京210038

出　　处：《现代特殊教育》2021年第4期3-7,共5页Modern Special Education

基　　金：2016年度教育部人文社会科学研究规划基金项目“重度残疾儿童送教上门服务的支持保障研究”(16YJA880045)研究成果;江苏省“十三五”重点建设学科“教育学”建设成果。

摘　　要：厘清特殊教育本体认识论是建构特殊教育理论与推进特殊教育改革的前提和基础。通过对特殊教育概念分析发现,当前特殊教育认识论主要包括扬弃论的特殊教育认识论、补缺论的特殊教育认识论、同一论的特殊教育认识论。这些认识各有合理之处,特别是在不同历史时期各具合历史性与合规律性的价值。其中,同一论的特殊教育认识论更能适应时代需要,指导和引领特殊教育发展,因此需要更多地从同一论立场来认识与实践特殊教育。Special education ontological epistemology is related to the premise and foundationfor people to construct the theoryand promote the reform of special education. Through the analyses of the concept of special education,it is found that the current special education epistemology mainly includes the special education epistemology of sublation theory,the special education epistemology of complement theory,and the special education epistemology of identity theory. There are reasonable points in these understandings,especially in different historical periods with the value of conforming to history and regularity. Among them,identity theory’s understanding of special education can better meet the needs of the times,guide and lead the development of special education. It is necessary to more understand and practice special education from the perspective of identity theory.

关 键 词：特殊教育本体认识论 特殊教育概念分析 扬弃论 补缺论 同一论 

分 类 号：G760[文化科学—特殊教育学]