本研究透過Foucault的理論啟發,思考正常與異常在特殊教育學門的領域中是如何被定義與陳述的,並且思考特殊教育學門內部向社會傳遞什麼樣的教育宗旨和價值觀。Foucault的理論和思想是本研究文獻探討的主幹,透過這些理論來詳述本研究研究問題的形成過程。 研究者選擇幻想主題批評方法作為實際分析的工具。透過對特殊教育教科書的分析,試圖理解特殊教育學門成員的幻想內容為何以及學門成員有何共享的價值觀。 教科書是學門產出的正式文本,具有一定的代表性。教科書也是社會認為公正的知識,因此本研究選擇十本特殊教育教科書進行實際分析。透過行動、場景、角色主題的分析,找到三個幻想類型,即「障礙的困境與超越」、「有教無類,因材施教」和「殘而不廢的精神」;最後建立了「回歸主流教育」這個語藝視野。另外再針對教科書內部的語藝策略進行探討,歸納出四個常運用的語藝策略:「定義」、「科學或理性的論述方式」、「引述」和「數字統計」。 本研究的價值正是透過Foucault的理論來重新思考特教領域內正常與異常的分類方法,對於這種機械式的歸類提供一種反思與質疑。
Through edification of Foucault’s theories, this research tries to find how these abnormal people to be defined or described by Special Education Discipline and the values they impart to society. Foucault’s theories and ideas are the main part of literary reviews because these theories generate research questions of my thesis. I adopt Fantasy Theme criticism to be method of practical analysis. Through analyzing Special Education textbooks, I try to comprehend the fantasy contents of member in Special Education and the values they shared with each other. Textbooks are a kind of formal, representative text produced by Discipline. Textbooks is also the most impartial knowledge which identified by the public so I choose ten Special Education textbooks to analyze. Through the analysis of setting theme, action theme and character theme, the research finds three fantasy types:” to overcome the dilemma of disorders” , “teaching without discrimination, teaching base on the character of individual” ,and “disabled but not useless”. Finally, I sum up this rhetorical vision: ” mainstreaming”. Besides, I explore four rhetoric strategies of Special Education Textbooks: “definition”, “Scientific and rational statement” ,“quotation” ,and “quantity statistics”. The merit of my research is through Foucault’s theories to rethink the distinction of normal and abnormal people; the paper also provides another vision to doubt this kind of absolute classification about abnormal.
為了持續優化網站功能與使用者體驗,本網站將Cookies分析技術用於網站營運、分析和個人化服務之目的。
若您繼續瀏覽本網站,即表示您同意本網站使用Cookies。