现行的聋校语文教学大纲规定:“在课堂教学中,教师和学生的语言手段,必须以口语为主导,凭借课文,合理运用手指语、手势语和板书作辅助语言手段,培养学生具有初步的看(听)话、说话能力……”目前我国绝大多数的聋校语文教学依然是以口语为主的教学。这种教学模式,虽然在聋童语言教学方面取得了一些成绩,但从绝大多数的聋校毕业生的语言水平看,还是极不理想。首先表现为和正常人的沟通之间存在很大困难;其次表现在他们的书面语言经常出现的颠三倒四、丢三落四、糊里糊 The existing Chinese syllabus for deaf schools stipulates: “In classroom teaching, the language means of teachers and students must be based on colloquialisms. With the help of texts and the proper use of finger language, sign language and blackboard as auxiliary language means, students should be encouraged to have a preliminary (Listening), speaking ability ... ”At present, the vast majority of Chinese deaf school language teaching is still based on oral English teaching. Although this teaching mode has made some achievements in language teaching for deaf children, it is still far from satisfactory in terms of the language proficiency of the vast majority of deaf school graduates. First of all, there is great difficulty in communicating with normal people; secondly, it manifests itself in the complicated and often confusing problems of their written language.