| 听觉障碍儿童融合教育语言教学模式论析 |
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| 引用本文： | 雷江华,邓猛.听觉障碍儿童融合教育语言教学模式论析[J].中国特殊教育,2007(2):13-18. |
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| 作者姓名： | 雷江华 邓猛 |
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| 作者单位： | 1. 南京师范大学教育科学学院,南京,210024;华中师范大学教育学院,武汉,430079
2. 华中师范大学教育学院,武汉,430079 |
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| 摘 要： | 听觉障碍儿童随班就读作为融合教育的创新形式,丰富了听觉障碍儿童安置于聋校之单一形式。历经口语教学与手语教学纷争的聋校语言教学模式影响了听觉障碍儿童随班就读的教学模式。综观国内外听觉障碍儿童融合教育的语言教学模式,主要包括听语教学模式、视话教学模式、手语教学模式与综合语言教学模式。本文通过对这些语言教学模式的解析,以期为我国听觉障碍儿童的随班就读提供可资借鉴的参考体系。
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| 关 键 词： | 听觉障碍儿童 随班就读 融合教育 教学模式 |
A Research on Language Teaching Models of Inclusive Education for the Hearing Handicapped Children |
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| LEI Jianghua,DENG Meng.A Research on Language Teaching Models of Inclusive Education for the Hearing Handicapped Children[J].Chinese Journal of Special Education,2007(2):13-18. |
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| Authors: | LEI Jianghua DENG Meng |
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| Abstract: | As an innovative way of inclusive education, Learning in Regular Classrooms (LRC) enriches learning model for the hearing-handicapped children who only study in special schools. Language teaching in deaf schools has experienced controversies between oral language teaching and sign-language teaching, which influences teaching models of LRC for hearing-handicapped children. The worldwide language teaching models of the hearing handicapped in inclusive classrooms mainly include auditory language teaching model, speechreading teaching model, sign language teaching model, and integrative language teaching model. These models are explored to provide valuable references for developing LRCs for hearing-handicapped children in china. |
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| Keywords: | the hearing-handicapped children LRC inclusive education teaching model |
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