融合教育后现代差异观的阐释与批判  

The Interpretation and Criticism of the Post-Modern Difference View of Inclusive Education

作　　者：景时[1] JING Shi(College of Education,Liaoning Normal University,Dalian,116029)

机构地区：[1]辽宁师范大学教育学院,大连116029

出　　处：《中国特殊教育》2021年第4期14-19,50,共7页Chinese Journal of Special Education

基　　金：国家社会科学基金“十三五”规划2016年度教育学青年课题“融合教育背景下随班就读学校资源教室运作研究”(CHA160208)成果之一。

摘　　要：融合教育产生于西方后现代主义思潮的社会文化背景之中,融合教育看待学生差异的观点带有浓重的后现代色彩。融合教育后现代差异观体现在本质观、价值观、生成观三个方面:学生的差异是"常态";学生的差异是教学的"资源";学生的差异来源于"社会建构"。然而,融合教育后现代差异观存在着三方面内在矛盾:后现代理想与现代路径之间的矛盾;轻度与重度障碍学生需要的矛盾;道德合理性与实践有效性的矛盾。因此,我国本土融合教育理论的构建需要扬弃西方融合教育后现代差异观,从"道德话语"走向"实践话语",从"西方话语"走向"中国话语"。Western postmodernism is the social and cultural basis of inclusive education,which has a strong postmodern perspective on students’differences.The post-modern difference view of inclusive education is embodied in three aspects including essence view,values view and generative view.The specific meaning of these three views is to believe that student differences are"normal",student differences are"teaching resources",and student differences originate from"social construction".However,there are three internal contradictions in the post-modern difference view of inclusive education:the contradiction between post-modern ideals and modern paths;the contradiction between the needs of students with mild disabilities and students with severe disabilities;the contradiction between moral rationality and practical effectiveness.Therefore,the construction of inclusive education theory in China needs to modify the post-modern view of difference in the west.The local inclusive education theory needs to move from"moral discourse"to"practical discourse",and from"western discourse"to"Chinese discourse".

关 键 词：融合教育 后现代 差异观 批判 

分 类 号：G760[文化科学—特殊教育学]