本文選題：聾兒 + 聽覺障礙　； 參考：《東北師范大學》2006年碩士論文

【摘要】： 一直以來,聾人教育在教育領(lǐng)域中處于被忽略的地位,研究甚少。聾人發(fā)展中的許多問題和現(xiàn)象沒有進行深入地探討,尤其是語言發(fā)展問題上存在很多懸念。歷史上關(guān)于“手口之爭”一直相持不下,直到今天也沒有一個定論。八十年代以來,在改革開放以后,人們對世界有了更多的了解。隨著社會經(jīng)濟的發(fā)展,科技的進步,特別是聽力診斷和助聽器的應(yīng)用,使越來越多的兒童被鑒別出來,年齡也越來越小;助聽器的功能越來越強。這一切又極大的促進了人們觀念上的改變。這些變化為聾兒語訓打下了良好的物質(zhì)基礎(chǔ)和思想基礎(chǔ)。 聾兒語訓的目地是訓練聾兒恢復(fù)聽力,發(fā)展有聲語言,并在此基礎(chǔ)上回歸主流社會。最近幾年,人們對聾兒進行了許多訓練償試,取多了一定的成果。但是,在訓練中,有許多問題沒有得到解決,即有理念上的,也有方法上的。本研究在語言發(fā)展理論的基礎(chǔ)上,在前人大量聾兒語訓實踐的基礎(chǔ)上,從個案研究入手,以正常兒童語言發(fā)展為線索,根據(jù)聾兒語言現(xiàn)狀,經(jīng)過嚴密的設(shè)計,細致安排,對一名聾兒進行了言語訓練。意在探討聾兒語言產(chǎn)生發(fā)展規(guī)律,摸索語訓方法。 在訓練中,采取了個別化教學的方法,把聽力訓練、發(fā)聲訓練、功能訓練、言語訓練有機地結(jié)合起來,以聽力訓練為基礎(chǔ),以正常兒童語言獲得進程為步驟,把語訓內(nèi)容和語言環(huán)境結(jié)合起來,經(jīng)過5個月的訓練,完成了預(yù)定的目標,達到了預(yù)設(shè)的效果。這名兒童經(jīng)過測試,言語水平達到中國聾兒康復(fù)研究中心標準四級,可回到普通小學學習。 通過本研究,澄清了觀念,了解了一定的聾兒語言發(fā)展規(guī)律,總結(jié)了聾兒語訓的方法,可以更好地提高語訓效果;也從一個獨特的角度豐富了語言發(fā)展理論和實踐。
[Abstract]:Deaf education has been neglected in the field of education. Many problems and phenomena in the development of deaf people have not been discussed in depth, especially there are many suspense in language development. History about the "hand mouth dispute" has been a stalemate, until today there is no conclusion. Since the 1980's, after the reform and opening up, people have more understanding of the world. With the development of society and economy, the progress of science and technology, especially the application of hearing diagnosis and hearing aid, more and more children are identified, and the function of hearing aid is becoming stronger and stronger. All of this greatly promoted the change of people's ideas. These changes have laid a good material and ideological foundation for deaf children's language training. The purpose of deaf children's language training is to train deaf children to recover hearing, develop sound language, and return to mainstream society on this basis. In recent years, deaf children have been given a lot of training and compensation, and some achievements have been obtained. However, in training, there are many problems that have not been solved, either conceptually or methodologically. This study is based on the theory of language development, on the basis of a large number of deaf children's language training practice, starting from the case study, taking the language development of normal children as a clue, according to the language situation of deaf children, through rigorous design and careful arrangement. A deaf child was trained in speech. The purpose of this paper is to explore the rules of language production and development of deaf children and explore the methods of language training. In the training, the method of individualized teaching is adopted, which combines listening training, vocal training, functional training and speech training organically. It is based on listening training and takes the process of language acquisition of normal children as the step. Combining the language training content with the language environment, after 5 months of training, the predetermined goal is achieved and the preset effect is achieved. The child was tested to reach level 4 of the China Center for the Rehabilitation of Deaf Children and to return to ordinary primary schools. Through this study, the author clarifies the concept, understands certain rules of language development of deaf children, summarizes the methods of language training for deaf children, and enriches the theory and practice of language development from a unique angle.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2006
【分類號】：G762

【引證文獻】

相關(guān)碩士學位論文 前1條

1 陳樂樂;5-6歲聾童與正常兒童分類能力比較研究[D];南京師范大學;2012年

，

本文編號：1848659