聋校教师国家通用手语使用现状及影响因素研究

国家通用手语是国家语言文字的重要组成部分，聋校教师是学校推广使用国家通用手语的重要主体。为了解聋校教师国家通用手语使用情况，采用自编问卷对全国105个地级市的聋校(含特教学校听障班)教师进行抽样调查。结果发现：聋校教师使用国家通用手语(词汇)的情况总体良好，但仍有16.89%的教师使用情况不佳。国家通用手语使用情况在性别、培训次数上存在显著差异，在专业背景和学历层次上的差异未达显著性，与认知程度、使用意愿两两呈正相关关系，使用意愿在认知程度影响使用情况的路径中起部分中介作用。建议提高认识，促进聋校教师国家通用手语的使用与推广；加强培训，提升聋校教师国家通用手语使用能力；完善职前培养，强化听障教育背景师范生的手语学习；激发主观能动性，提升教师学习和使用国家通用手语的内生动力。     

聋校师生手语沟通与交往有效性研究

在聋校日常的师生沟通与交往中,听人教师看不懂聋生的手语,聋生看不懂听人教师的手语,这直接影响着聋校教育教学质量的提高.本文在调查目前聋校师生手语沟通与交往现状的基础上进行实践性研究,以期探索聋校师生手语有效沟通与交往的途径.     

聋校听人教师手语运用现状分析

由于各方面原因,目前聋校听人教师存在手语使用不规范、对聋人自然手语了解不透彻、手语能力发展不均衡等问题.为改善这一状况,学校可开设手语课程,加强自然手语的培训及考核力度,开展形式多样的手语课外活动,发挥优秀聋人教师的辐射作用,听人教师自身也要转变思想观念,加强手语学习.     

双语聋教育理念在聋校的实践与发展

随着双语聋教育理念的推广与应用,在认识双语教育的基础上,双语聋教育理念普遍被聋教育工作者认同和接受,并把手语作为提高聋校课堂教学有效性和教师业务水平的一门工具性语言来掌握.在聋校推广双语聋教育,促进学校教科研、聋听双师专业化发展和提高学生人文、知识素养,丰富聋校文化建设.     

聋校师生手语使用现状调查——以乌鲁木齐市为例

研究通过调查乌市聋校师生的手语使用现状发现:教师采用手语教学法开展教学活动且多使用混合手语;聋生对中国手语的学习和掌握程度显著低于教师、常用本地手语的人数比例则相对较高;教师之间、师生之间、聋生与校外聋人之间的常用手语类型均呈现差异,为聋生有效学习和参与社会生活增添了挑战。     

试论自然手语和文法手语的几个问题

文章通过对“自然手语”和“文法手语”概念的分析,指出了目前在聋教育界对“自然手语”概念理解的几种错误:目前聋教育界对“自然手语”有使用范围和理解过窄、评价过低;对“文法手语”有使用范围和理解过宽、评价过高。重申了在各级聋校使用“聋人手语”为教学语言建议。     

浅谈聋校高中语文课教学语言的使用问题

聋校教学语言一般包括口语、手语和书面语。聋校的教学语言对提高教学水平、教学效率是十分重要的。尤其在语课教学中。教学语言的使用更是值得研究。     

多渠道全方位健全国家通用手语推广保障机制

为推动国家通用手语在特殊教育学校的推广使用,应持续强化国家通用手语人才培养培训,不断深化国家通用手语的理论和应用研究,倡导建设国家通用手语资源库,为聋校各科教学和国家通用手语教学提供丰富而便利的课程资源,从而有效保障国家通用手语在特殊教育学校的推广工作落到实处,取得实效。     

聋童汉语水平低下原因再分析及教学改进建议

长期以来,我国聋童汉语能力较低,一般认为主要是由聋童的听觉障碍、手语、思维缺陷造成的.其实,聋童汉语能力较低的主要原因在于教育不当,如聋校语言教育缺乏现代语言学理论指导,对聋童汉语学习规律及聋校语文教材编写研究不够,课堂教学中存在严重的沟通障碍.为提高聋童汉语水平,我国聋人教育应尽快建立现代聋教育哲学观,科学认识聋校语言教学的特性.运用外语教学理论改进语文教学.建立手语课程培训体系,切实提高教师手语水平,逐步实现聋校课堂教学的沟通无障碍.     

微课在聋校语文教学中的运用初探

微课中视觉内容所占比重大,正好适应聋生学习语文主要依靠视觉的特点。聋生学习语文,离不开形象辅助,所以在微课制作中要特别重视根据聋生特点对影像加以运用,字幕、手语画中画、语音也是聋校语文微课中必备的元素,须恰当处理。根据学习内容的难易程度,把握好微课使用的时机,能最大限度地发挥微课在聋校语文教学中的作用。     

The Association between Language and Symbolic Play at Two Years: Evidence from Deaf Toddlers

The association between expressive language and symbolic play was investigated in 3 groups of 2-year-olds: deaf children with hearing parents (dH), deaf children with deaf parents (dD), and hearing children with hearing parents (hH). (Each group included 6 girls and 4 boys.) 3 language-level groups were defined. The highest group was well into the vocabulary "explosion" and frequently produced multiword/sign utterances; a middle group was beginning the period of vocabulary expansion and occasionally produced utterances of more than 1 word/sign; a third group produced single word/sign utterances only, and had a limited vocabulary. Hearing status was associated with duration of symbolic play (deaf > hearing). Higher language levels were associated with more canonically sequenced and preplanned play, even when language delays were due to exogenous factors.     

聋人书面语学习困难的研究

为了了解聋人学习书面语的困难,研究使用资料检索和语料分析的方法,通过对手语和汉语书面语材料的对应研究,对“母语”、“第二语言”和“外语”概念的研究,对“过渡语”、“洋泾浜”和“克里奥尔语”概念的分析,发现手语和书面语在语言的载体、词汇语法、思维方式上存在着诸多的差异;聋人书面语的学习在语言环境、语言输入、语言迁移上存在比第二语言学习者更多的困难;聋人在书面语学习中出现的偏误是第二语言学习中的普遍现象,是一种有积极意义的过渡语;结论是要宽待聋人学习书面语中出现的偏误,要加强从语法的角度对手语和汉语书面语差异的研究。     

聋校开设“手语汉语互译”课程的研究与实践

本文以手语语言学研究成果为基础,在反思传统聋教育现状的前提下提出了一种全新的聋校语文教学法———通过手语和汉语互译训练,帮助中高年级聋生提高汉语书面语水平,并在教学实践中初见成效。本课程的核心理念为:聋童的第一语言是自然手语,聋校语文教学应当从二语习得理论中借鉴方法;明确聋童的汉语学习实质上是从自然手语到书面汉语的转换过程,教学中要严格区分自然手语和汉语这两种不同的语言。     

The MacArthur Communicative Development Inventory: Normative Data for American Sign Language

To This is a 1 test per thousand learn more about normal language development in deaf children, we have developed the MacArthur Communicative Development Inventory for American Sign Language (ASL-CDI), a parent report that measures early sign production. The ASL-CDI is an inventory of sign glosses organized into semantic categories targeted to assess sign language skills in children ages 8 to 36 months. The ASL-CDI uses a recognition format in which parents check off signs that their child produces. The form has demonstrated excellent reliability and validity. To date, normative data have been collected from 69 deaf children with deaf parents who are learning sign language as a first language. We discuss the development of the ASl-CDI and preliminary cross-sectional and longitudinal findings from this early data collection with particular focus on parallels with spoken language acquisition. We also discuss the acquisition of first signs, negation, wh-questions, and fingerspelling with developmental patterns provided based on age, as well as vocabulary size.     

An investigation of the need for sign language assessment in deaf education

The attitudes of educators of the deaf and other professionals in deaf education concerning assessment of the use of American Sign Language (ASL) and other sign systems was investigated. A questionnaire was distributed to teachers in a residential school for the deaf in California. In addition to questions regarding the availability of sign language assessment at their schools, participants responded to items concerning their motivation to use a test for sign language measurement. Of the 100 distributed surveys, 85 were completed and returned. Results showed overwhelming agreement among respondents concerning the importance of sign language assessment, along with the need for tools that appropriately measure signing skills.     

聋生自然手语的研究与思考

本文从聋生自然手语与文法手语的关系入手,从与《中国手语》不同的自然手语、聋生自创的《中国手语》中没有的自然手语及表示短语和句子的自然手语等方面,通过对一些常用词语及短语、句子的比较与分析,初步探究学生自然手语的特点和规律,并由此得到一些启示与思考。     

对《中国手语》修订意见的调查报告

《中国手语》出版已有十来年 ,为适应时代的发展和聋人的需要 ,需进行修订。在修订过程中 ,尚存在一些有争议的问题。因此 ,就对《中国手语》总体看法、修订意见 ,以及对一些有争议手语的具体修改等问题 ,在北京市部分聋人和聋校教师中进行了调查。由调查结果表明 :《中国手语》在修订过程中 ,除了应对许多手语进行具体的修改之外 ,还应当增加词汇量、增加词条的英文、合并首续集、增加手语国歌及地方手语。     

《欧洲语言共同参考框架》扩展版对我国通用手语等级标准研制的启示

通过分析《欧洲语言共同参考框架:学习、教学、评估》扩展版对手语能力的描述,提出我国通用手语等级标准的总体框架。该框架将手语能力分为语言能力、语用能力和社会语言能力3个部分,设置5个手语能力量表,分别为词汇能力量表、语法能力量表、表达内容量表、表达效果量表和社会语言能力量表。量表的级别在初步确定的"三级六等"的基础上,每个等级增加半级,以满足不同手语使用者的需求。对手语能力的考查,建议灵活使用多种方式,从语言理解和语言表达2个方面进行考查。     

English teachers of deaf and hard‐of‐hearing students in French schools: needs,barriers and strategies

This paper deals with English teachers who work with deaf and hard‐of‐hearing (D/HH) students. In France deaf students are required to attend foreign language classes – mostly English classes. The purpose is not to teach them British sign language (BSL) or American sign language (ASL), but written and/or spoken English. Indeed, sign languages are distinct from spoken languages and differ from country to country: there is no universal sign language. English teachers of the deaf are mostly hearing people. They work either in mainstream or special schools. Most of them have no specific qualifications. In this context, they are faced with the tremendous challenge of how to adjust their teaching to their students’ impairment and at the same time develop the latter's knowledge and skills in English. In order to analyse teaching practices in English classes, questionnaires, interviews and in‐class observations in several special and mainstream schools were conducted. Findings show that different teaching strategies are used in order to make English lessons accessible to D/HH students: teachers have to adapt their teaching language and also use written and visual supports to accommodate D/HH students. Obviously teacher training needs to be improved.     

Inclusion and deaf education: the perceptions and experiences of young deaf people in Northern Ireland and Sweden

The purpose of the present study is to examine what the concept of inclusion means and how it relates to children who are deaf. The paper begins with a background to deaf education, followed by specific reference to how inclusion is perceived in Northern Ireland and in Sweden. It investigates the experiences and opinions of deaf pupils in Schools for the deaf in both countries where different educational philosophies and forms of instruction prevail. A qualitative approach was adopted in which interviews were conducted with deaf pupils who were in their last school year, had left school recently or were in post-compulsory education. The results indicated that Swedish respondents described their experiences markedly more positively than those in Northern Ireland. The main reason for this was the encouragement of a deaf cultural environment where sign language was used by teachers and pupils for instruction and social interaction throughout the school. Although such a culture was not in evidence in Northern Ireland, positive experiences reported by respondents were associated with sign language and a deaf classroom assistant to facilitate comprehension between teachers and pupils. Implications are drawn for effective, inclusive practice in educational settings of deaf children.