중국 특수교육 발전과정에 관한 연구

다국어 초록 (Multilingual Abstract)

This study was conducted to investigate the development process of special education through Chinese history.
The purpose of this study was as follows.
First, investigation the age back ground, a special education system the educational, present condition of edification period (1874∼1948).
Second, investigating the age background a special education system and the education, present conditional of the period of growth 1849∼1977).
Third, investigating the age background, a special education system and the educational, present condition in developmental period(1878∼1993).
Fourth, investigating the age of background, a special education system and educational, present condition since 1994.
Fifth, presenting the developmental direction and the projects of special educational in china.
Students with disabilities were separated from the germinal students in edification period, and special education was involved under the general educational, at the time there were 40 special education schools and 2,000 students with disabilities in that period.
Chinese special education was influence and built by communism education system in mature period. Specially both Mao ZeDong and Deng XiaoPing's policy influenced the special education system very much. The most important thing were that a government gave a opportunity to students with disability to go to school at time. Also it made a plan to built a special education teachers. There were 286 special education schools, 1,967 students with disabilities and 6,542 school personals in China.
Chinese special education was influenced by the reformation and opening a door of nation in developmental period, and lots of laws were systemed and enacted for individual with disabilities by Chinese government. Now, there are the department of special education in 7 normal universities, and 345 institutes to built teacher for special education in elementary middle school and the number of special education teachers reached 2,288. It was faced of new step while enacting educational regulation for special education and individuals with disabilities.
There increased 66.4%of elementary and junior-high school, 57%(871 school) special school for visual-earing handicapped and 93%(3,700 school) of mental retardation special school and were built 300 vocational training center for disabilities throughout the all country.
Recently, Chinese special education should cover so many things such as education, employment, welfare so on for over 60,000,000(sixty million) disabilities, considering many aspects in China and the best way to built the special education teachers through information technology to solve Chinese special education problems.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• 3. 연구의 방법 = 5
• II. 중국 특수교육의 계몽기(1874년∼1948년) = 6
• 1. 시대적 배경 = 6
• 2. 제도적 실제 = 10
• 3. 특수교육 현황 = 14
• 4. 요약 = 16
• III. 중국 특수교육의 성장기(1949년∼1977년) = 18
• 1. 시대적 배경 = 18
• 2. 제도적 실제 = 20
• 3. 특수교육 현황 = 22
• 4. 요약 = 25
• IV. 중국 특수교육의 발전기(1978년∼1993년) = 26
• 1. 시대적 배경 = 26
• 2. 제도적 실제 = 29
• 3. 특수교육 현황 = 44
• 4. 요약 = 49
• V. 1994년 이후 중국의 특수교육 = 51
• 1. 시대적 배경 = 51
• 2. 제도적 실제 = 52
• 3. 특수교육 현황 = 65
• 4. 요약 = 68
• VI. 중국 특수교육의 발전방향 및 과제 = 70
• 1. 제도 개선의 방향 및 과제 = 70
• 2. 특수교사 양성제도의 개선 = 77
• VII. 결론 및 제언 = 87
• 1. 결론 = 87
• 2. 제언 = 90
• 참고문헌 = 92
• 영문초록 = 98
• 부록 = 100