青岛地区聋校语文识字教学现状调查研究
发布时间：2018-09-08 17:58
【摘要】： 聋教育史上关于聋校语言教学法的“手口之争”延续至今已有一百多年,而聋人书面语的掌握问题始终没有得到解决。在聋校语文教学中,要让聋生更好地掌握和使用书面语,应兼取各种教学法之长,扎扎实实搞好聋校语文识字教学。探讨聋校语文识字教学方法,从汉字文化视角解决聋生识字问题,对聋生更好地学习和掌握汉字、了解汉字文化,更好地掌握和使用书面语,更好地用汉字与人沟通交流、适应社会具有重要的意义。 本研究以问卷调查为主,辅之以访谈、查阅资料和理论分析等方法进行。研究工具是自我编制的以聋校识字教学和汉字学习为主要内容的调查问卷,调查研究的对象是青岛市中心聋校和崂山区、胶州市、胶南市、即墨市、莱西市、平度市特殊教育中心共七所学校。通过问卷调查,笔者得出以下结论： 1.聋校对识字教学不够重视,聋校教师们致力于研究口语教学法和手语教学法,却忽视了识字教学的研究,聋校识字教学质量低。2.聋校识字教学中,教师大都把汉字当作简单的信号处理,很少有人注意到汉字文化的特点及对聋生识字的影响。教师不注意培养聋生的情感,没有对他们进行文化熏陶和知识教育。3.聋校语文识字教学没有结合汉字的构造规律和聋生的认知规律进行,不能满足聋生阅读写作的需求,不能兼顾聋生的实际需要和他们未来发展的需求。4.聋校中部分语文教师对识字教学的方法了解不够,只凭以前的经验教学,不利于识字教学改革和识字教学质量的提高。5.聋校的语文教师不能经常地对识字课进行回顾、总结和评价,不能及时地发现教学中的缺陷与不足,不利于识字教学效率的提高。 本文就以上结论进行分析、讨论,最后根据聋校语文识字教学现状及其原因,提出几点建议：第一,转变观念,重视聋校识字教学；第二,提高认识,探究聋生识字规律；第三,走进传统,挖掘汉字文化意蕴；第四,整合资源,激发聋生识字兴趣。
[Abstract]:In the history of deaf education, it has been more than one hundred years since the "hand-mouth debate" about the language teaching method in deaf schools, but the problem of the deaf people's mastery of written language has not been solved. In the teaching of Chinese for the deaf, it is necessary for deaf students to master and use written language better, and to do a good job in teaching Chinese literacy in deaf schools by taking the advantages of all kinds of teaching methods. This paper probes into the teaching method of Chinese literacy in deaf schools, solves the problem of deaf students' literacy from the angle of Chinese character culture, studies and grasps Chinese characters better, understands Chinese characters culture, better grasps and uses written language, and communicates with people better with Chinese characters. Adapting to society is of great significance. This study was conducted by questionnaire, supplemented by interviews, reference materials and theoretical analysis. The research tool is a self-compiled questionnaire with the main contents of literacy teaching and Chinese character learning in deaf schools. The objects of investigation and research are Qingdao Deaf School and Laoshan District, Jiaozhou City, Jiaonan City, Jimo City, Laixi City. Pingdu City Special Education Center a total of seven schools. Through the questionnaire, the author draws the following conclusions: 1. Deaf schools do not pay enough attention to the teaching of literacy. Teachers of deaf schools devote themselves to the study of oral and sign language teaching methods, but neglect the study of literacy teaching. The quality of literacy teaching in deaf schools is low. In the teaching of Chinese character in deaf school, teachers mostly regard Chinese characters as simple signal processing, and few people pay attention to the characteristics of Chinese character culture and its influence on deaf students' literacy. Teachers do not pay attention to the cultivation of deaf students' feelings, they do not carry out cultural edification and knowledge education. The teaching of Chinese literacy in deaf schools has not been carried out in combination with the law of Chinese character construction and the law of cognition of deaf students, which can not meet the needs of deaf students' reading and writing, and can not take into account the actual needs of deaf students and the needs of their future development. Some Chinese teachers in deaf schools do not know enough about the methods of literacy teaching, only based on their previous experience, which is not conducive to the reform of literacy teaching and the improvement of the quality of literacy teaching. Chinese teachers in deaf schools can not review, summarize and evaluate the literacy courses frequently, and can not find the defects and deficiencies in teaching in time, which is not conducive to the improvement of the efficiency of literacy teaching. This paper analyzes and discusses the above conclusions, finally, according to the present situation and reasons of Chinese literacy teaching in deaf schools, some suggestions are put forward: first, to change ideas and attach importance to the teaching of Chinese literacy in deaf schools; second, to raise awareness and explore the law of deaf students' literacy; Third, go into the tradition, excavate the cultural implication of Chinese characters; fourth, integrate resources to stimulate deaf students' interest in literacy.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G762
本文编号：2231269
[Abstract]:In the history of deaf education, it has been more than one hundred years since the "hand-mouth debate" about the language teaching method in deaf schools, but the problem of the deaf people's mastery of written language has not been solved. In the teaching of Chinese for the deaf, it is necessary for deaf students to master and use written language better, and to do a good job in teaching Chinese literacy in deaf schools by taking the advantages of all kinds of teaching methods. This paper probes into the teaching method of Chinese literacy in deaf schools, solves the problem of deaf students' literacy from the angle of Chinese character culture, studies and grasps Chinese characters better, understands Chinese characters culture, better grasps and uses written language, and communicates with people better with Chinese characters. Adapting to society is of great significance. This study was conducted by questionnaire, supplemented by interviews, reference materials and theoretical analysis. The research tool is a self-compiled questionnaire with the main contents of literacy teaching and Chinese character learning in deaf schools. The objects of investigation and research are Qingdao Deaf School and Laoshan District, Jiaozhou City, Jiaonan City, Jimo City, Laixi City. Pingdu City Special Education Center a total of seven schools. Through the questionnaire, the author draws the following conclusions: 1. Deaf schools do not pay enough attention to the teaching of literacy. Teachers of deaf schools devote themselves to the study of oral and sign language teaching methods, but neglect the study of literacy teaching. The quality of literacy teaching in deaf schools is low. In the teaching of Chinese character in deaf school, teachers mostly regard Chinese characters as simple signal processing, and few people pay attention to the characteristics of Chinese character culture and its influence on deaf students' literacy. Teachers do not pay attention to the cultivation of deaf students' feelings, they do not carry out cultural edification and knowledge education. The teaching of Chinese literacy in deaf schools has not been carried out in combination with the law of Chinese character construction and the law of cognition of deaf students, which can not meet the needs of deaf students' reading and writing, and can not take into account the actual needs of deaf students and the needs of their future development. Some Chinese teachers in deaf schools do not know enough about the methods of literacy teaching, only based on their previous experience, which is not conducive to the reform of literacy teaching and the improvement of the quality of literacy teaching. Chinese teachers in deaf schools can not review, summarize and evaluate the literacy courses frequently, and can not find the defects and deficiencies in teaching in time, which is not conducive to the improvement of the efficiency of literacy teaching. This paper analyzes and discusses the above conclusions, finally, according to the present situation and reasons of Chinese literacy teaching in deaf schools, some suggestions are put forward: first, to change ideas and attach importance to the teaching of Chinese literacy in deaf schools; second, to raise awareness and explore the law of deaf students' literacy; Third, go into the tradition, excavate the cultural implication of Chinese characters; fourth, integrate resources to stimulate deaf students' interest in literacy.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G762
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