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在低幼听障儿童语训中,只有孩子能长久地对学习语言保持兴趣,才能学好说话。针对低幼听障孩子语言训练的内容,全国各地出版了形式多样的语训教材,但至今没有一套教材可以完全满足师生的需求,所以语训教师常常在参照不同版本的教材教学的同时,还要结合听障孩子的特点自行设计一些替换性、补充性的内容,要求补充内容与教材相辅相承,形成比较系统的适合本地听障孩子的语言训练内容体系。这些内容的制定当然不是随意的,而是要根据听障孩子的认知特点和环境地域不同遵循一定的原则,最终的目的是为了激发他们学习语言的兴趣,让听障孩子更有效地进行听力语言训练,尽早学会说话,回归主流社会。
In the language of young children with hearing-impaired children, only children can long-term interest in learning language to learn to speak. For children with low hearing-impaired language training content, various forms of language training materials published throughout the country, but so far there is no set of teaching materials to fully meet the needs of teachers and students, so language teachers often refer to different versions of textbooks at the same time , But also with some characteristics of hearing-impaired children to design some alternative, complementary content, supplementary content and textbooks complement each other to form a more systematic language training content system for local hearing-impaired children. Of course, these contents are not arbitrary. Instead, they should follow certain principles according to the cognitive characteristics of children with hearing impairment and the environment and geography. The ultimate goal is to stimulate their interest in learning languages so that hearing-impaired children can listen more effectively Language training as early as possible to learn to speak, return to mainstream society.