摘要
20世纪80年代,融合教育在后现代主义思潮与西方民权运动的推动下应运而生。融合教育思想提倡“零拒绝”的哲学,主张取消传统隔离的特殊教育形式,使所有儿童都能够在普通学校中共同学习并取得成功。融合教育作为一种崭新的教育理想不但引起了教育理论界的广泛讨论,而且对世界各国的教育发展都产生了巨大的影响。
我国开展的残疾儿童在普通班级里随班就读的模式是中国本土特殊教育实践与融合教育思潮相结合的产物。经过二十多年的发展,随班就读取得了很大的发展,并已经成为我国残疾儿童接受教育的主要形式。但是,随班就读的发展在近年来出现了停滞不前甚至是“开倒车”的现象,这值得我们关注。
本研究目的在于从文化的视角审视影响和塑造随班就读实践的普遍观念,通过与西方融合教育发展所依赖的文化背景相比较,对我国随班就读实践的文化内涵予以阐释与批判,并对我国随班就读未来的发展提出建议。本文的研究主题体现在以下三个方面：
1.从文化阐释的视角对我国随班就读实践进行了描述
本研究通过对随班就读实践的相关文本进行搜集与阐释,发现随班就读实践中存在着以下文化现象：(1)随班就读生在普通教室里受到忽视与排斥,他们在普通教室内没有取得正式成员的身份,并随时存在着退学的风险。(2)普通教室中存在着根据成绩和智力划分的等级秩序。随班就读生被认为是能力低下的,针对随班就读生降低难度的教学方式被认为是理所应当的。(3)在普通教室中,随班就读生能够勉强生存的动力主要来源于老师的爱心、同学的帮助和家长人情关系的维系。
2.从文化比较的视角对我国随班就读实践的进行了批判
本研究比较了西方融合教育和我国随班就读的文化背景,发现：(1)西方的融合教育的发展建立在现代主义文化与后现代主义文化之间的矛盾冲突中；而我国的随班就读实践的发展是建立在不成熟的现代主义文化之上。(2)西方权利文化极大地推动了融合教育理念的形成和发展；我国传统儒家文化消解了权利观念,阻碍了随班就读实践的发展。(3)无论是西方融合教育还是中国随班就读的发展都会受到精英教育文化的限制。(4)西方少数族群文化有利于促进残疾人的社会融合；中国弱势群体文化不利于残疾人的社会融合。
3.从文化变迁的视角对我国随班就读的完善提出了建议
本研究最后一个部分提出了五点改善随班就读文化环境的建议：(1)通过完善特殊教育立法和随班就读申诉制度,塑造权利文化。(2)通过积极开展宣传教育,构建多元包容的文化。
(3)通过加强特殊教育领域的科学研究,积极推进特殊教育现代化发展。(4)通过建立残疾人自己的组织,逐渐形成少数族群文化。(5)通过更新教育理念,消解精英教育文化。
以上研究结论说明,我国随班就读实践取得了一定的成绩,同时也遭受到了文化观念上的阻碍。但是,只要能够小心的审视并改造中国社会的文化,就能够为随班就读的发展带来更大的发展空间。发展融合教育已经在全世界范围内成为教育发展的主要潮流。在这种趋势下,我国的随班就读实践必将继续在中国特殊教育领域发挥更大的作用。相信不久的将来,随班就读能够更加的完善,成为促进我国残疾儿童平等接受教育的有效途径。
Inclusive education came into being because of demand of Postmodernism trend and Western civil rights movement in the1980s. Inclusive education advocates zero-reject philosophy and the abolition of the isolated form of special education in tradition, so that all children can learn and succeed in ordinary schools. Inclusive education as a new ideal of education, not only arouses extensive discussion among the educational theorists, but also has a profound effect on the educational development all over the world.
The mode of disabled children learning in regular classrooms in China is a product of the combination of local special education practice and inclusive education thoughts. After more than twenty years of development, learning in the regular class makes great progresses, and has become the main form of education of disabled children. However, the developments stop and even recede in recent years. It deserves our attention.
The aim of this study is to examine the universal ideas which influence and shape learning in regular classrooms practice from a cultural perspective, to interpret and criticize the cultural connotation of our practice by comparing with the cultural backgrounds in the West, to make suggestions for future development. The theme of this dissertation is reflected in the following three aspects:
1. Description on learning in regular classrooms practice from a cultural interpretation perspective
The study shows the following cultural phenomenon in the practice of learning in regular classrooms by collection and interpretation of relative texts:(1) Students learning in regular classrooms are subject to neglect and exclusion. They fail to obtain full membership and run the risk of dropping out at any time.(2) There is hierarchical order on the basis of merit and intelligence level in ordinary classrooms. Disabled students are considered as low capacity. It's believed that reducing the difficulty of teaching methods is reasonable.(3) In the ordinary classrooms the students learning in regular class students struggle to survive mainly because of the love of the teacher, help of classmates and interpersonal relation maintained by their parents.
2. Criticism on learning in regular classrooms practice from a cultural comparative perspective
The study compares the Western cultural background of inclusive education with ours and come to the following conclusions:(1) The development of inclusive education of Western counties establishes in the conflicts between modernist culture and postmodernism culture. While our development is based on culture of immature modernism (2) Western culture of rights greatly promotes the formation and development of the concept of inclusive education, while China's traditional Confucian culture deconstruction the concept of individual rights and impede the development of learning in regular class practice.(3) Inclusive education both in Western world and China is limited to elite culture.(4) Western minority culture is conducive to promoting the social integration of disability groups; Chinese culture of disadvantaged groups go against the social integration of people with disabilities. Suggestions on learning in regular classrooms practice from a cultural change perspective.
Last part of this study makes five suggestions to improve cultural environment of learning in regular classrooms practice:(1) Shaping the rights culture through the improvement of legislation and appealing system.(2) Building multiple and tolerant culture by actively publicizing the education.(3) Actively promoting the modernization of special education through the strengthening the scientific research in the field of special education.(4) Gradually forming a form of minority culture through the establishment of the organization of the disabilities themselves.(5) Deconstructing elite education and culture by updating educational ideas.
The conclusions illustrate that our learning in regular class practice has made certain achievements, but also hindered by cultural concept. Carefully examining and transformation of Chinese society and culture will be able to bring greater space for the development of the practice. The development of inclusive education has become the major trend of the development of education worldwide. In this trend, learning in regular classrooms practice continues to play a greater role in the field of special education in China, Believe in the near future, it's promising that learning in regular classrooms will improve and become the main way of equal access to education for children with disabilities in China.
引文
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