試論情境教學與職高聽障生書面表達能力的培養(yǎng)
發(fā)布時間：2019-01-17 19:03
【摘要】：目前,職高聽障生書面語言表達能力普遍不高。這與語文課在職高也不受重視,適合于聽障生學習的語文教材開發(fā)嚴重滯后,以及聾校語文教師采取的教學方法不太切合聽障生生理、心理與學習特點等因素的影響直接相關(guān)。不少聾校語文教師已意識到采用情境教學法可以改進語文教學效果,但是當下這方面的理論研究與教學實踐明顯欠缺。有鑒于此,本文首先探討了職高聽障生生理、心理與學習特點,揭示了聾校職高語文教學現(xiàn)狀及其存在問題,闡析了職高聾校語文教學中情境教學的必要性與可行性,并結(jié)合自己開展情境教學積累的經(jīng)驗,從課堂教學、家庭教育與社會實踐三個方面探討了如何利用情境教學來提高聽障生的書面表達能力。在語文課堂教學中,筆者探索、總結(jié)了實施情境教學的六大舉措,即以多媒體再現(xiàn)情境、以朗讀渲染情境、以表演體會情境、以手口并用講出情境、以生活展現(xiàn)情境、以實物演示情境,通過這些舉措,有效地提高了聽障生書面表達能力。在家庭教育方面,筆者指出家庭情境的營造與職高聽障生書面表達能力的培養(yǎng)有密切關(guān)系,家長應該配合學校,要多為聽障生書面表達設置情境、創(chuàng)造機會,或巧妙地利用節(jié)假日,借助人際交往,提高其運用書面語言表情達意的能力。在社會實踐方面,筆者提出聾校語文老師可以因時因地,利用情境,訓練聽障生的書面表達能力,或創(chuàng)設情境,邀請社會人員與聽障生筆談,把聽障生帶入精心策劃的情境等途徑,通過人際交往與社會實踐,來提高聽障生書面表達水平。實踐證明,情境教學對于提高聾校語文教學的效果,提高聽障生書面表達能力,確實不失為一種行之有效的方法,值得大力提倡與推廣。
[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.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G762;G633.3
本文編號：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.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G762;G633.3
【參考文獻】
相關(guān)期刊論文 前7條
1 陳玉平;;如何提高低年級聾生的寫句和閱讀能力[J];內(nèi)蒙古統(tǒng)計;2014年02期
2 邵偉;顧定倩;;二——四年級聾生書面語運用情況及相關(guān)因素研究——以廣東某聾校為例[J];南京特教學院學報;2013年04期
3 袁芯;;論高職聾生的書面語言能力及教學策略[J];現(xiàn)代語文(教學研究版);2013年04期
4 陳艷麗;;提高聾生書面表達能力的途徑[J];河南教育(基教版);2012年09期
5 吳道宇;;要注重培養(yǎng)聾生書面語能力[J];基礎教育參考;2012年10期
6 單多英;;在校園活動中強化聾生的語言實踐[J];現(xiàn)代特殊教育;2007年09期
7 丁萍萍;創(chuàng)設語言環(huán)境 提高聾生書面語表達能力[J];中國特殊教育;2004年11期
，本文編號：2410282
本文鏈接：http://sikaile.net/jiaoyulunwen/chuzhongjiaoyu/2410282.html
