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耳聋儿童丧听失语后,他们的思想行为绝大多数是从观察人的行为中学得的,无法从丰富的语言材料基础上认识行为的本质。在生活交往中只能用手势比画,因而难以被健听人群接受,影响了其社会交际,长此以往使其成为了社会群体中的弱者。《聋校语文教学大纲》明确规定:“要有计划地指导学生阅读课外读物,逐步培养他们的阅读兴趣和习惯”课外阅读是聋校语文教学的有机组成部分,聋校语文教师应当从聋生终身学习和发展的高度来重视学生的课外阅读能力培养,为其更好地参与社会生活开辟便捷途径。本文从调查了解我校高年级学生课外阅读情况入手,对相应的现象进行分析,提出一些有益的思考,与同行进行探讨。
After deaf children have lost their aphasia, most of their thoughts and behaviors are learned from observing people’s behavior, and they can not recognize the essence of behavior based on abundant language materials. In life interaction can only use gestures to draw, it is difficult to be accepted by hearing people, affecting its social communication, so that it has become the social groups in the weaker. “Deaf school language teaching syllabus” clearly states: “should be planned to guide students to read extra-curricular reading, and gradually develop their reading interests and habits ” extra-curricular reading is an integral part of language teaching deaf school, deaf school language teachers should Deaf students in lifelong learning and development to attach importance to the cultivation of students’ extracurricular reading ability, open up a convenient way for their better participation in social life. This article starts from the survey to understand the extracurricular reading situation of senior students in our school, analyzes the corresponding phenomena, and puts forward some beneficial thinking to discuss with peers.