近30年中国融合教育发展研究——脉络、热点及发展趋向
On the Development of Inclusive Education in China in the past 30 Years:Historical Origin,Hot Spots and Development Trends
李勇1
作者信息
- 1. 西南大学 教育学部,重庆 北碚 400715;安顺学院 教育学院,贵州 安顺 561000
- 折叠
摘要
对近 30 年以来我国融合教育的现状进行梳理研究分析,厘清我国融合教育的发展理路,为融合教育体系构建积极提供理论支持.研究采用文本分析和可视化文献计量法,得出:目前融合教育领域研究尚未形成核心领导力,亟待增强研究核心领导力;研究热点与趋势主要集中于融合教育诊断与分类研究等领域.因此,我国未来融合教育需要从强化本土研究,增强研究的原创性等方面加强融合教育研究.
Abstract
This paper,analyzing the current situation of inclusive education in China in the past 30 years,clarifies the devel-opment path of inclusive education in China and provides theoretical support for the construction of an inclusive education system.The research,with text analysis and visual bibliometric methods,reaches a conclusion that the core leadership of the research on inclusive education has not yet formed and it is urgent to strengthen the core leadership of the research.The research hot spots and trends mainly lie in the fields of inclusive education diagnosis and classification research.China needs to reinforce local research on inclusive education and improve its originality.
关键词
中国融合教育/发展脉络/研究热点/文献计量Key words
inclusive education in China/historical origin/research hot spots/bibliometrics引用本文复制引用
基金项目
贵州省教育厅项目(2022B002)
安顺市教育局基础教学改革联合基金(2022LHZX025)
出版年
2024
NETL
NSTL
万方数据