融合教育在中国的嫁接与再生成：基于社会文化视角的分析

“Grafting” and “Re-generation” of Integrated Education in China: A Socio-cultural Analysis

西方融合教育理论的生成与发展是建立在西方社会的政治、经济、文化基础之上的，是西方特有的社会文化发展的结果，也是特殊教育发展规律的自然体现。中国特殊教育的发展是近代以来中西方文化冲突与交融的产物，并体现了从文化的移植与到嫁接的转变。我国的随班就读模式是西方融合教育在中国的嫁接，是西方融合教育的形式与我国特殊教育实际的结合。儒家文化是融合教育在中国本土再生成的文化土壤，以公平正义为核心的社会主义和谐社会为融合教育的本土化提供了社会基础，新课程改革为融合教育在中国的发展提供了教育背景，这些都促进了嫁接来的融合教育在中国的再生成。

The origin and development of integrated education was based on the politics, economy and culture in the western society. It was the result of the unique social and cultural development in the western society and it was the natural expression of the development pattern of special education. China’s special education was a product of cultural conflict and integration of the East and West in modern times, reflecting the shift from cultural transplantation to cultural “grafting”. Learning in regular classroom was a “grafting” of western integrated education in China, which is the combination of western integrated education model and China’s special education practice Confucianism is the indigenous cultural “soil” where integrated education “regenerates”. The harmonious socialist society with equality and justice as its core elements provides the social foundation for the localization of integrated education, and the new curriculum reform provides the educational background for the development of integrated education in China. All of these have promoted the “regeneration” of the “grafted” integrated education in China.