试论情境教学与职高听障生书面表达能力的培养
发布时间：2019-01-17 19:03
【摘要】：目前,职高听障生书面语言表达能力普遍不高。这与语文课在职高也不受重视,适合于听障生学习的语文教材开发严重滞后,以及聋校语文教师采取的教学方法不太切合听障生生理、心理与学习特点等因素的影响直接相关。不少聋校语文教师已意识到采用情境教学法可以改进语文教学效果,但是当下这方面的理论研究与教学实践明显欠缺。有鉴于此,本文首先探讨了职高听障生生理、心理与学习特点,揭示了聋校职高语文教学现状及其存在问题,阐析了职高聋校语文教学中情境教学的必要性与可行性,并结合自己开展情境教学积累的经验,从课堂教学、家庭教育与社会实践三个方面探讨了如何利用情境教学来提高听障生的书面表达能力。在语文课堂教学中,笔者探索、总结了实施情境教学的六大举措,即以多媒体再现情境、以朗读渲染情境、以表演体会情境、以手口并用讲出情境、以生活展现情境、以实物演示情境,通过这些举措,有效地提高了听障生书面表达能力。在家庭教育方面,笔者指出家庭情境的营造与职高听障生书面表达能力的培养有密切关系,家长应该配合学校,要多为听障生书面表达设置情境、创造机会,或巧妙地利用节假日,借助人际交往,提高其运用书面语言表情达意的能力。在社会实践方面,笔者提出聋校语文老师可以因时因地,利用情境,训练听障生的书面表达能力,或创设情境,邀请社会人员与听障生笔谈,把听障生带入精心策划的情境等途径,通过人际交往与社会实践,来提高听障生书面表达水平。实践证明,情境教学对于提高聋校语文教学的效果,提高听障生书面表达能力,确实不失为一种行之有效的方法,值得大力提倡与推广。
[Abstract]:At present, the written language expression ability of the students with hearing impairment in vocational high school is generally not high. This is directly related to the lack of attention to the Chinese course in vocational high school, the serious lag in the development of Chinese teaching materials suitable for hearing impaired students, and the fact that the teaching methods adopted by Chinese teachers in deaf schools are not suitable for hearing impaired students' physiology, psychology and learning characteristics. Many Chinese teachers in deaf schools have realized that using situational teaching method can improve the effect of Chinese teaching, but the theoretical research and teaching practice in this respect are obviously lacking. In view of this, this paper first discusses the physiological, psychological and learning characteristics of deaf students in vocational high schools, reveals the present situation and existing problems of Chinese teaching in vocational high schools for the deaf, and expounds the necessity and feasibility of situational teaching in Chinese teaching in vocational high schools for the deaf. Combined with their own experience of developing situational teaching, this paper discusses how to improve the written expression ability of hearing-impaired students by using situational teaching from three aspects: classroom teaching, family education and social practice. In the Chinese classroom teaching, the author explores and summarizes the six major measures of implementing situational teaching, that is, to reproduce the situation by multimedia, to render the situation by reading aloud, to perform the experience situation, to speak the situation with the hand and mouth, and to show the situation with the life. Through these measures, the written expression ability of hearing impaired students was improved effectively. In the aspect of family education, the author points out that the creation of family situation is closely related to the cultivation of written expression ability of the students with hearing impairment in vocational high school. Parents should cooperate with the school and set up more situations and create opportunities for the written expression of students with hearing impairment. Or skillfully use holidays, with the help of interpersonal communication, improve their written language expression ability. In the aspect of social practice, the author suggests that Chinese teachers in deaf schools can use the situation to train the students with hearing impairment to express themselves in writing, or to create a situation in which social personnel can be invited to talk to the deaf students in writing. Through interpersonal communication and social practice, the students with hearing impairment are brought into the carefully planned situation to improve their written expression level. It has been proved by practice that situational teaching is an effective method to improve the effect of Chinese teaching in deaf schools and to improve the written expression ability of deaf students, and it is worth promoting and popularizing.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G762;G633.3
本文编号：2410282
[Abstract]:At present, the written language expression ability of the students with hearing impairment in vocational high school is generally not high. This is directly related to the lack of attention to the Chinese course in vocational high school, the serious lag in the development of Chinese teaching materials suitable for hearing impaired students, and the fact that the teaching methods adopted by Chinese teachers in deaf schools are not suitable for hearing impaired students' physiology, psychology and learning characteristics. Many Chinese teachers in deaf schools have realized that using situational teaching method can improve the effect of Chinese teaching, but the theoretical research and teaching practice in this respect are obviously lacking. In view of this, this paper first discusses the physiological, psychological and learning characteristics of deaf students in vocational high schools, reveals the present situation and existing problems of Chinese teaching in vocational high schools for the deaf, and expounds the necessity and feasibility of situational teaching in Chinese teaching in vocational high schools for the deaf. Combined with their own experience of developing situational teaching, this paper discusses how to improve the written expression ability of hearing-impaired students by using situational teaching from three aspects: classroom teaching, family education and social practice. In the Chinese classroom teaching, the author explores and summarizes the six major measures of implementing situational teaching, that is, to reproduce the situation by multimedia, to render the situation by reading aloud, to perform the experience situation, to speak the situation with the hand and mouth, and to show the situation with the life. Through these measures, the written expression ability of hearing impaired students was improved effectively. In the aspect of family education, the author points out that the creation of family situation is closely related to the cultivation of written expression ability of the students with hearing impairment in vocational high school. Parents should cooperate with the school and set up more situations and create opportunities for the written expression of students with hearing impairment. Or skillfully use holidays, with the help of interpersonal communication, improve their written language expression ability. In the aspect of social practice, the author suggests that Chinese teachers in deaf schools can use the situation to train the students with hearing impairment to express themselves in writing, or to create a situation in which social personnel can be invited to talk to the deaf students in writing. Through interpersonal communication and social practice, the students with hearing impairment are brought into the carefully planned situation to improve their written expression level. It has been proved by practice that situational teaching is an effective method to improve the effect of Chinese teaching in deaf schools and to improve the written expression ability of deaf students, and it is worth promoting and popularizing.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G762;G633.3
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