義務(wù)教育階段聾校中的不平等現(xiàn)象研究
發(fā)布時間：2018-07-23 11:34
【摘要】：從1954年至今,我國大多數(shù)聾校都實行以口語為主的教育。這種傳統(tǒng)的聾校教育理念與實踐,與其說是在努力消除聾人與聽人之間的不平等,不如說它在拉大兩個群體之間的差距。本研究以批判“基于臨床醫(yī)學(xué)病理模式認為‘聾’是‘殘疾’的觀點”為邏輯起點質(zhì)疑當下義務(wù)教育階段聾校教育：一方面,將聾人學(xué)生隔離在“正�！敝庾鳛椤皻埣病眱和�；另一方面,卻生硬地推行以口語為核心、為主導(dǎo)的聾校教育。其諸多努力都致力于讓聾人學(xué)生成為或接近于“正常人”,卻很少關(guān)注聾人學(xué)生的切實心理感受。這種教育是以表面上的平等掩蓋著事實上的不平等。 語言學(xué)研究已經(jīng)證明：無論是在什么樣的環(huán)境中學(xué)習(xí),學(xué)生都會受到第一語言正負遷移的影響。同時,也都有可能會遇到來自不同文化因素的障礙。因此,我國當下聾校中以口語為主的教學(xué)語言對于聾人學(xué)生而言是第二語言,更容易使他們產(chǎn)生自卑情緒和自我否定,而不是自尊自信和自我肯定。從社會學(xué)角度言之,以聽人口語為主導(dǎo)的聾校教育,其實質(zhì)是使不會手語的聽人群體受益,而聾校學(xué)生并非是真正的受益者。 手語作為一種視覺文化是聾人文化的核心要素之一,是聾人之間,以及聾人與聽人之間溝通的橋梁和紐帶。承認手語的合法地位在一定程度上等同于認同聾人的文化身份,由此可以形成在觀念領(lǐng)域中聾人與聽人的社會性平等。因此,從聾人社會與主流社會的關(guān)系切入聾校教育平等問題研究是本研究基本出發(fā)點。本研究從聾校是否將“聾”認定為“殘疾”；對聾生學(xué)習(xí)口語的強制程度等維度,實證學(xué)校中不同群體對“聾”的接納與認同差異。具體選擇我國南北方不同城市的公立聾校為研究對象,通過問卷調(diào)查法、訪談法、文本分析法,重點對我國義務(wù)教育階段聾校教育中的不平等現(xiàn)象進行微觀分析。實證研究結(jié)果表明： 一、聾學(xué)生群體對于“聾”的認知,仍以“殘疾”觀為主。聽人教師群體對于“聾是殘疾”的認同,強于聾人學(xué)生群體本身。 二、聾校聽人教師與聾人學(xué)生都肯定聾人手語在教學(xué)、師生溝通中的作用,但在聾校教育中,仍然缺乏對確立手語語言學(xué)地位與意義的認識。 三、現(xiàn)階段聾生群體對以手語為核心的聾人文化的認同,仍處于萌芽階段。 四、多年來以口語教學(xué)為主的聾校教學(xué)理念與實踐,對聾人學(xué)生產(chǎn)生了深刻影響,造成了“聾人學(xué)生群體比聽人教師群體更認同聾�？谡Z教學(xué)重要性”的現(xiàn)狀,折射出傳統(tǒng)的聾校教育對聾人學(xué)生手語的部分剝奪,強化了聾校教育中不平等現(xiàn)象,而不是相反。 論文揭示義務(wù)教育階段聾校教育中不平等現(xiàn)象主要表現(xiàn)在：以口語為主的教學(xué)目標；相對欠缺手語及聾人文化的課程設(shè)置；課堂教學(xué)中師生溝通,因口語為主導(dǎo)而受到限制；忽視聾人認知特點的教學(xué)物理環(huán)境；以及完全以文字為主的考核方式等等。在一定程度上,導(dǎo)致聾人學(xué)生的心理失衡與成長延緩等等教育負面效果。 論文針對義務(wù)教育階段聾校教育中存在的不平等現(xiàn)象,相應(yīng)提出：建立科學(xué)的聾童觀、教育觀；積極發(fā)展聾校中的聾人文化；提升聾校聽人教師的手語認知水平,加強教師的手語能力；重視聾人教師在聾校教育、教學(xué)中的作用；推廣聾人雙語、雙文化教育等對策,以克服和消除這些教育不平等現(xiàn)象。 論文指出：在強調(diào)人本的當代社會,應(yīng)該正視聾人的獨特屬性,尊重聾人文化的客觀存在。平等地看待聾人只是不同的人而已,不應(yīng)該視聽人為“正常大”,作為衡量聾人社會性發(fā)展的一種標準。這種認識本身就意味著對聾人學(xué)生的不平等待遇。聾人世界與聽人世界同時存在于社會之中,手語與聾人文化對聾人群體而言,是他們初級依附和正常生活的需要,不能因追求主流文化的教育目標而受到任何忽視。因此,明確作為聾人母語的手語在聾人成長及社會性發(fā)展過程的作用與意義,重視聾人學(xué)生的雙語、雙文化教育,將是義務(wù)教育階段聾校追求和實現(xiàn)教育平等的重中之重。
[Abstract]:From 1954 to the present, most deaf schools in our country have practiced oral education. The traditional educational idea and practice of the deaf school is not so much as to eliminate the inequality between the deaf and the deaf. It is better to say that it is in the gap between the two groups. This study criticizes the "deafness" based on the clinical medical pathology model. On the one hand, the deaf students are isolated from "normal" as "disabled" children; on the other hand, it is hard to carry out the education of deaf schools with spoken language as the core. Many efforts are devoted to making the deaf students become or close to the "deaf". Normal people, however, pay little attention to the practical psychological feelings of deaf students. This kind of education is based on surface equality to cover up the fact of inequality.
The study of linguistics has proved that students will be affected by the positive and negative transfer of the first language in whatever environment. At the same time, they are also likely to encounter obstacles from different cultural factors. Therefore, in the present deaf schools, the spoken language is the second language for deaf students and is easier to make. They produce self abasement and self denial, not self-respect, self-confidence and self affirmation. From the sociological point of view, the deaf school education dominated by listening to human spoken language is the essence of which is to benefit the listless group without the sign language, but the deaf students are not the real beneficiaries.
As one of the core elements of the deaf culture, sign language, as one of the core elements of deaf people's culture, is a bridge and link between the deaf and the deaf and the hearing of the deaf. The recognition of the legal status of the sign language is to some extent equal to the identity of the deaf people, which can form the social equality between the deaf and the listens in the concept domain. The study of the relationship between the deaf society and the mainstream society is the basic starting point of the study on educational equality of deaf schools. This study is to determine whether deaf schools are "deafness" as "disability", and the degree of compulsion for deaf students to learn oral English, and the differences in acceptance and identification of "deaf" by different groups in the empirical schools. The specific choice of the South and the north in China The public deaf schools of different cities as the research object, through the questionnaire survey method, interview method, text analysis method, focus on the unequal phenomenon in the education of deaf schools in the compulsory education stage of our country.
First, the deaf students' cognition of deaf is still dominated by the concept of "disability".
Two, both teachers and students of the deaf affirm the role of the deaf language in teaching and communication between teachers and students, but in the education of deaf schools, there is still a lack of understanding of the position and significance of the establishment of sign language linguistics.
Three, at the present stage, deaf students' recognition of deaf culture with sign language at the core is still in its infancy.
Four, the teaching idea and practice of deaf schools, which are mainly spoken in oral teaching for many years, have a profound influence on the deaf students. The present situation of "the deaf students group is more important to the spoken teaching of the deaf than those of the listening teachers", which reflects the partial deprivation of the traditional deaf school education for the deaf students, which strengthens the inequality in the education of the deaf. And so on, not the opposite.
The paper reveals that the unequal phenomenon in the education of the deaf is mainly manifested in the teaching objectives of speaking mainly in spoken language, the course setting relative to the lack of sign language and the culture of the deaf; the communication between teachers and students in the classroom teaching is restricted by the spoken language; the teaching physical environment that ignores the cognitive characteristics of the deaf is ignored; and the text is completely written. To some extent, the main way of assessment is to cause the psychological imbalance and growth retarding of deaf students and so on.
Aiming at the unequal phenomenon in the education of deaf schools in compulsory education stage, this paper puts forward the following points: establishing a scientific view of deaf children and education, developing the culture of the deaf in the deaf schools, promoting the cognitive level of the sign language of the deaf teachers, strengthening the ability of the teachers' sign language, paying attention to the role of the deaf teachers in the education of the deaf and the function of the teaching; Bilingual education, bilingual education and other countermeasures to overcome and eliminate these educational inequalities.
The thesis points out: in the contemporary society emphasizing the human nature, we should face the unique attributes of the deaf and respect the objective existence of the deaf culture. The equal view of the deaf is only different people, and should not be audio-visual "normal" as a standard for measuring the social development of the deaf. This understanding means that the deaf students are not. Equal treatment. The deaf and the listening world exist in the society at the same time. The sign language and deaf culture are the needs of their primary attachment and normal life, and can not be ignored by the pursuit of the educational goal of the mainstream culture. Therefore, the sign language as the mother tongue of the deaf is developed and socially developed for the deaf. The role and significance of Cheng and the bilingual and Bi cultural education of deaf students will be the top priority for the deaf schools in the compulsory education stage to pursue and achieve equality in education.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2014
【分類號】：G762
本文編號：2139284
[Abstract]:From 1954 to the present, most deaf schools in our country have practiced oral education. The traditional educational idea and practice of the deaf school is not so much as to eliminate the inequality between the deaf and the deaf. It is better to say that it is in the gap between the two groups. This study criticizes the "deafness" based on the clinical medical pathology model. On the one hand, the deaf students are isolated from "normal" as "disabled" children; on the other hand, it is hard to carry out the education of deaf schools with spoken language as the core. Many efforts are devoted to making the deaf students become or close to the "deaf". Normal people, however, pay little attention to the practical psychological feelings of deaf students. This kind of education is based on surface equality to cover up the fact of inequality.
The study of linguistics has proved that students will be affected by the positive and negative transfer of the first language in whatever environment. At the same time, they are also likely to encounter obstacles from different cultural factors. Therefore, in the present deaf schools, the spoken language is the second language for deaf students and is easier to make. They produce self abasement and self denial, not self-respect, self-confidence and self affirmation. From the sociological point of view, the deaf school education dominated by listening to human spoken language is the essence of which is to benefit the listless group without the sign language, but the deaf students are not the real beneficiaries.
As one of the core elements of the deaf culture, sign language, as one of the core elements of deaf people's culture, is a bridge and link between the deaf and the deaf and the hearing of the deaf. The recognition of the legal status of the sign language is to some extent equal to the identity of the deaf people, which can form the social equality between the deaf and the listens in the concept domain. The study of the relationship between the deaf society and the mainstream society is the basic starting point of the study on educational equality of deaf schools. This study is to determine whether deaf schools are "deafness" as "disability", and the degree of compulsion for deaf students to learn oral English, and the differences in acceptance and identification of "deaf" by different groups in the empirical schools. The specific choice of the South and the north in China The public deaf schools of different cities as the research object, through the questionnaire survey method, interview method, text analysis method, focus on the unequal phenomenon in the education of deaf schools in the compulsory education stage of our country.
First, the deaf students' cognition of deaf is still dominated by the concept of "disability".
Two, both teachers and students of the deaf affirm the role of the deaf language in teaching and communication between teachers and students, but in the education of deaf schools, there is still a lack of understanding of the position and significance of the establishment of sign language linguistics.
Three, at the present stage, deaf students' recognition of deaf culture with sign language at the core is still in its infancy.
Four, the teaching idea and practice of deaf schools, which are mainly spoken in oral teaching for many years, have a profound influence on the deaf students. The present situation of "the deaf students group is more important to the spoken teaching of the deaf than those of the listening teachers", which reflects the partial deprivation of the traditional deaf school education for the deaf students, which strengthens the inequality in the education of the deaf. And so on, not the opposite.
The paper reveals that the unequal phenomenon in the education of the deaf is mainly manifested in the teaching objectives of speaking mainly in spoken language, the course setting relative to the lack of sign language and the culture of the deaf; the communication between teachers and students in the classroom teaching is restricted by the spoken language; the teaching physical environment that ignores the cognitive characteristics of the deaf is ignored; and the text is completely written. To some extent, the main way of assessment is to cause the psychological imbalance and growth retarding of deaf students and so on.
Aiming at the unequal phenomenon in the education of deaf schools in compulsory education stage, this paper puts forward the following points: establishing a scientific view of deaf children and education, developing the culture of the deaf in the deaf schools, promoting the cognitive level of the sign language of the deaf teachers, strengthening the ability of the teachers' sign language, paying attention to the role of the deaf teachers in the education of the deaf and the function of the teaching; Bilingual education, bilingual education and other countermeasures to overcome and eliminate these educational inequalities.
The thesis points out: in the contemporary society emphasizing the human nature, we should face the unique attributes of the deaf and respect the objective existence of the deaf culture. The equal view of the deaf is only different people, and should not be audio-visual "normal" as a standard for measuring the social development of the deaf. This understanding means that the deaf students are not. Equal treatment. The deaf and the listening world exist in the society at the same time. The sign language and deaf culture are the needs of their primary attachment and normal life, and can not be ignored by the pursuit of the educational goal of the mainstream culture. Therefore, the sign language as the mother tongue of the deaf is developed and socially developed for the deaf. The role and significance of Cheng and the bilingual and Bi cultural education of deaf students will be the top priority for the deaf schools in the compulsory education stage to pursue and achieve equality in education.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2014
【分類號】：G762
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