@article{oai:sucra.repo.nii.ac.jp:00014042,
 author = {迫, ゆかり and 清水, 寛},
 issue = {3},
 journal = {特殊教育学研究, The Japanese journal of special education},
 month = {},
 note = {岡山県の大正期・「劣等児・低能児」教育の特徴を明らかにするために,対象児,教育方法,教育思想の観点から明治期との比較や一般教育との関連について検討した。その結果,「劣等児・低能児」教育は,一般教育と同じく大正新教育にみられる個人主義的側面と国家主義的側面の下に進められており,この二つの側面は次の結果をもたらしていた。1.個人主義的側面(肯定的側面)(1)明治期より特殊教育の必要性が高まった。(2)「劣等児」と「低能児」の定義は知能検査の導入で明治期より明確になった。(3)「劣等児・低能児」の教育方法に関心が寄せられ,特別学級の設置が提起された。2.国家主義的側面(否定的側面)(1)特殊教育対象児のうち,「劣等児・低能児」より優等児の方に重点が置かれた。(2)学業不振児として成績の向上が目指された。(3)「劣等児・低能児」を危険視した観点から教育の必要性が唱えられた。

To inventigate the characteristics of the education of "poor results and subnormal children" in the Taisho era (1912-1926) in Okayama Prefecture, we examined information about these children, the educational methods used, and the educational thought behind the education of these children, comparing it with the general education of the Taisho era and the education in the Meiji era (1868-1912). The results were as follows: 1. In the new educational thought of the Taisho era, the education of "poor results and subnormal children", as well as the general education of the Taisho era, was implemented with individualism and nationalism. 2. Individualism was considered significant in the new educational thought of the Taisho era, it led to the following good results: a. The necessity of special education was increasingly recognized in the Taisho era to a greater extent than it had in the Meiji era. B. Intelligence tests were produced in the Taisho era, and the definition of "poor results and subnormal children" became clearer than it had been in the Meiji era. C. More interest was shown in the Taisho era towards methods of educating "poor results and subnormal children" and, as a result, suggestions were also made about the establishment of special classes. 3. Nationalism in the new educational thought of the Taisho era caused the following problems: a. Special education in the Taisho era also included "children with excellent results", that is, gifted children, and their education was regarded as more important than that of "poor results and subnormal children". B. "pool results and subnormal children" were considered to be underachievers, so that the goal of educating them was the improvement of their school performance. C. Education for "poor results and subnormal children" was urged, because these children were viewed as dangerous., rights: 日本特殊教育学会
rights: 本文データは学協会の許諾に基づきCiNiiから複製したものである
relation: IsVersionOf: http://ci.nii.ac.jp/naid/110006784446/, text, application/pdf},
 pages = {31--43},
 title = {大正新教育下における岡山県の「劣等児・低能児」教育の特徴},
 volume = {27},
 year = {1989}
}