作　　者： (葛新斌）; ;

机构地区： 华南师范大学特殊教育学院

出　　处： 《湖南师范大学教育科学学报》 2016年第4期58-62,共5页

摘　　要： 自Inclusive Education提出以来,＂融合教育＂与＂全纳教育＂便存在着概念上的激烈争议。从历史发展的视角看,＂融合教育＂起源于特殊教育领域,是特殊教育发展过程中的一个阶段性概念;而＂全纳教育＂起源于全民教育,其涵盖的范围包括特殊教育在内的整个教育体系。另外,二者在教育对象及学生地位等方面也存在显著差异,因而＂融合教育＂与＂全纳教育＂是两个不同的概念,应有区别地加以使用。为促进教育包括特殊教育事业更好地发展,在当今中国大陆,应积极提倡使用＂全纳教育＂而非＂融合教育＂这一概念。 There is a heated debate on the concept of integration education＂ and ＂inclusive education＂ since the concept of ＂inclusive education＂ was proposed. From the perspective of historical development, ＂integration education＂ originated in the field of special education, which is a stage concept in the development of special education . ＂Inclusive education＂ originated in the education for all, its scope covers the entire education system including special education. In addition, there are significant differences between the two concepts in the respects of educational object and student＇s status. Therefore, the ＂integration education＂ and ＂inclusive education＂ are different concepts. In order to promote the development of education, including special education, we should actively promote the use of ＂inclusive education＂ rather than ＂integrated education＂ in today＇s China.

关 键 词： 融合教育 全纳教育 历史背景 意涵辨析

领　　域： [文化科学—教育学原理] [文化科学—教育学] [文化科学—教育技术学]