世界特教史上的又一次新浪潮--"聋人双语教学"

聋教学语言的培养与运用，是关系到聋教育质量如何的一个瓶颈。围绕着聋教学语言的取向，“手．口之争”在聋教界达200多年。“聋人双语教学”的浪潮是这一争论的又一轮回。有人推崇，有人否定。讨论是有益的。本文主要研究了有关文章谈及的“聋人双语教学”的概念．它的兴起．理念，以及各家对它的不同评价，从与时俱进的高度，提出了聋教学语言取向的基本理论和基本原则。     

以聋人最佳发展和顺利融入社会为本开展聋教育

近些年很多文章和专著论述聋人双语双文化问题．本文就聋教育产生发展的手口争论、对聋教育对象的认识和聋教育教学手段等涉及“双语双文化问题”等方面进行讨论。     

论我国聋人高等教育支持系统的构建

随着经济的发展和社会的进步，我国的聋人高等教育也有了很快的发展，取得了值得肯定的成绩，但同时也存在一些问题。主要表现在：教育质量不高，聋人就业困难。为了全面提高聋人高等教育的质量和聋生就业率，构建一个完备的支持系统极为重要。本文从聋人高等教育的现状出发，结合聋人大学生的身心特点，论述聋人高等教育支持系统的构建。     

我国聋人中等教育的现状及问题分析

20世纪90代中期以后,我国聋人中等教育进入了新的发展时期,聋人普通高中和聋人中等职业教育学校在数量和质量上都有了很大的提高,在教学和专业上形成了一定的规模和特色,但也面临大量亟需解决的问题和困难.本文通过对聋人中等教育现状的分析,探讨了聋人中等教育发展中的关键问题,为提高聋人中等教育教学的质量提供参考.     

融合式聋人高等教育的支持性服务

本文针对我国聋人高等教育的现状,提出在给聋人提供完善的支持性服务的条件下,政府和学校应为他们创造无障碍的学习环境。结合我国的实际国情,有效运用低成本和基本的科技支持服务,实现聋人与健听人高等教育的融合,使更多的聋人能平等享有接受高等教育的权利。     

“听懂”是聋儿口语交往的前提

能说、能写、会打手语是聋儿语言康复理想的目标。聋儿回归主流社会，口语和书面语是不可或缺的介体。     

关于提高聋人高等学校青年教师课堂教学质量的几点建议

本文在对北京联合大学特殊教育学院青年教师的课堂教学进行大量听课的基础上,分析了聋人高等学校青年教师的教学现状,指出了聋人高等学校青年教师教学中存在的一些问题,提出了改进聋人高等学校青年教师教学工作的几点建议。     

信息化环境下聋人书面语的“学得”与“习得”

书面语是聋人与外界交流的主要工具,培养聋人理解、运用和积累书面语是聋校教学的重中之重。本文在分析信息化环境下聋人书面语学习需求的基础上,提出开展阶梯化信息技术与书面语学习整合训练和创设“模仿-类推-创造”多媒体语境的“学得”对策,以及利用主题学习网站和新媒体、新技术、新应用“习得”书面语的对策。     

浅谈听觉口语法的推行与挑战

近年来,听觉口语法在听障儿童康复中得到了大力推广。本文结合听觉口语法的指导原则,从助听技术发展、康复对象、家庭康复教育三方面讨论了听觉口语法在国内推行的必然趋势及其给听障儿童康复教学带来的挑战。     

人工耳蜗术后小儿声母识别效果与语言交流能力的关系

目的 用汉语普通话的声母识别率的检测结果,评估和推断人工耳蜗植入术后小儿经过听觉言语康复后进入主流社会的社会交流生存能力.方法 选取患儿20名,其中组1为10名已进入正常小学读书,组2为10名因听觉言语仍然存在问题,不能到正常小学读书的人工耳蜗植入术后患儿.检测人员于患儿后背2尺,朝向患儿人工耳蜗言语处理器的麦克,分别将gkhjqxzhchshzcs每个音读3遍,患儿分别跟读,同样方法 背对患儿再次测试,统计患儿回答辅音的正确率并记录回答错误的辅音是何音.结果 组1各声母总体识别率为87.5%;组2各声母总体识别率为19.2%,两组结果 有显著差异.结论 ①汉语声母言语识别较好的人工耳蜗植入术后患儿进入主流社会正常小学读书未见听觉言语问题.②汉语声母言语识别较差的人工耳蜗植入术后患儿进入主流社会正常小学读书有困难.     

Pronominalization in the language of deaf students.

Four hundred and eighty deaf students (age 10 to 18 years) and 60 hearing children (age eight to 10 years) were required to complete a stimulus sentence by selecting the appropriate pronoun from a list provided. The results indicated that subject and object case pronouns were easier than possessive adjectives, which were in turn easier than possessive pronouns and reflexives. Correct use of relative pronouns was the most difficult for both deaf and hearing subjects. Generalizations about the acquisition of the pronoun system must be limited, as it appeared that pronouns are mastered on a pronoun-by-pronoun basis rather than by categories (person, number, case) for both the deaf and hearing subjects.     

Transmitting deaf sign language over the telecommunications network

An experimental investigation is reported into the use of moving cartoon images for two-way communication by the deaf. The images are derived by special signal-processing operations on the output of a conventional television camera, according to a new theory of perceptually important human features. Calculations show that, using facsimile-type coding and digital modems, the images are capable of transmission over the Public Switched Telephone Network; in enhanced form (with more resolution and optional voice accompaniment) they could be carried on the emerging Integrated Services Digital Network or transmitted over teletext.     

引领聋儿到真实情境中运用语言

聋儿的听力得到适合的补偿或重建之后，通过听觉言语训练来发展语言，提高交往能力。“情境教学”是普遍采用的训练方式之一，它不仅有利于聋儿对语言的理解，也有利于激发聋儿的交往兴趣，形成交往意识，提高交往能力。真实的情境比创设的情境更开放、灵活、有效。     

Computer-assisted analysis of written language: assessing the written language of deaf children.

Methods for assessing the written language of deaf students are reviewed. The merits and shortcomings of various objective indicators that have traditionally been used are discussed. These include various measures of total output, such as total number of words or sentences, and simple measures of diversity of usage such as the type-token ratio. There have been several attempts in recent years to include objective measures of syntactic complexity as part of an overall language assessment program. The use of a computer to assist teachers in the derivation of such syntactic measures is described. Two illustrative examples are provided. The first shows how the computer system performs a detailed syntactic analysis on a typical sentence taken from the written language of a deaf child. The second example shows how the system provides a summary analysis of several sentences in a theme. A statistical count of the syntactic forms used in the written language sample is provided at the end of the analysis.     

浅谈聋儿数学教学中语言康复训练策略

在传统的聋校数学教学中,教师往往只注重数学知识的传授,而忽视学生语言的发展。根据新课程教学资源整合的理念,笔者在教学实践中不断探索,尝试通过数学儿歌、游戏、活动等形式进行语言训练。这种方法对聋儿的早期语言康复、数学思维发展有积极作用。