共查询到20条相似文献,搜索用时 31 毫秒
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郭庆 《佳木斯教育学院学报》2011,(1):214-214
聋校语文教材中呈现了多姿多彩的审美形态和审美范畴。在教学中要引领学生感受美,启迪学生鉴赏美,鼓励学生体现美。培养和提高聋生的审美能力。 相似文献
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R E Glaser 《American annals of the deaf》1982,127(5):550-555
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Captioned television for the deaf 总被引:1,自引:0,他引:1
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An ideal physical education program would be one that focuses on aspects leading to lifelong participation in and enjoyment of physical activity accompanied by appropriate fitness levels. Often, physical education classes are the only physical activity that many children receive throughout the day, and without them, an even greater number of children, including those who are deaf, would be prone to aspects associated with sedentary lifestyles. Schools need to involve their students in daily physical education classes. The emphasis of such a program should be placed on promoting physical fitness and developing skills that lead to a lifelong enjoyment of physical activity and healthy lifestyles. This paper reviews the literature on the state of physical fitness among deaf students and describes an exemplary physical education program that was implemented at a school for deaf children. 相似文献
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D F Swink 《American annals of the deaf》1985,130(4):272-277
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Kelly LP 《Journal of deaf studies and deaf education》2003,8(2):171-186
Low reading comprehension persists among deaf readers, and recent research indicates that low automaticity in recognizing words and parsing sentence patterns is a significant source of the difficulty. When a learner does manage to gain an insight about some aspect of printed English, there may be limited impact on comprehension until the new knowledge can be applied fluently because the multiple cognitive demands of reading call for completing basic linguistic operations with a minimum of conscious effort. The research literature agrees that the route to improved automaticity is effective practice, and, thus, practice is also a likely route to increased comprehension. This article presents considerations to guide the design of practice for deaf readers. Certain of these notions are relatively applied in nature and may shape practice activities directly, for example, the discussion of research-based guidelines for tailoring the sequence and composition of practice items. Other parts of the discussion, such as those related to word recognition, are more theoretical than directive, and they imply research hypotheses that can and should be tested empirically. A principal point of this article is that without appreciable improvements in practice, the reading of many deaf students will remain largely unimproved. 相似文献
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R G Hehir 《Exceptional children》1973,39(8):611-618
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C M Pentz 《American annals of the deaf》1968,113(4):967-969
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