文献类型：期刊文献

中文题名：从特殊教育术语反思对残疾的认识

英文题名：Rethinking on the Understanding of Disability from Special Education Terminologies

作者：钟经华[1]

第一作者：钟经华

机构：[1]北京联合大学特殊教育学院

第一机构：北京联合大学特殊教育学院

年份：2005

期号：8

起止页码：70-73

中文期刊名：中国特殊教育

外文期刊名：Chinese Journal of Special Education

收录：CSTPCD;;北大核心:【北大核心2004】；CSSCI:【CSSCI2004_2005】；

语种：中文

中文关键词：特殊教育;术语;反思;反衬;认识

外文关键词：special education terminology rethink reflection understanding

摘要：特殊教育相关联的术语可以分成强消极、消极、中性、积极、强积极五类。重点讨论了以“障碍”为代表的消极术语与中性术语之间的细微差异,以“正常”为例,详细论述了在积极术语反衬作用下,中性术语所蒙受的消极色彩。指出了我国大陆特殊教育界对专业术语与大众术语之间的差异没有足够的重视,普遍存在把消极术语、积极术语混同于中性术语的现象。提出了特殊教育专业人员使用术语的原则。特殊教育专业术语也应当与时俱进,紧跟世界潮流,反映对残疾人认识不断进步的过程。
Special education related terminologies can be divided into 5 categories： very negative, negative, neutral, positive, very positive types. The focus is discussing the fine differences between negative terms, “handicap” as a representative, and neutral terms. Using “normal” as example of positive terms, the negative shadows on neutral terms from the reflection of positive terms are also discussed. Little attention has been paid to the differences between professional terms and popular terms in the field of special education in mainland. Professionals use positive and negative terms as neutral ones usually. Principles of using terms are proposed for professionals. Special education terminologies should keep in time with world trends and reflect the progresses of understanding the disable persons.