凡是由于本人或父母所处的社会环境原因而造成学业成绩欠佳的儿童都可以称为“社会性智力缺陷儿童”。一些要求充分发挥各种特定的、确定的认知机能的测验显示出,社会性智力缺陷儿童在抽象思维和理解能力方面,更是相形见绌。这类测验又证明,这些儿童对具体、特定和现存的事物的接受能力远胜过对一般、抽象和潜在事物的掌握。因此,有必要对智力缺陷儿童推行一种旨在发展认知能力的教育。第二语言的教育应在这项任务中发挥其应有作用。本文论述的范围拟仅限于同义词教学。同义词的学习,可以加强社会性智力缺陷儿童对概念的确切理解。在日常用语中,由于 Children who have poor academic performance due to the social environment they or their parents live in can be called “socially mentally handicapped children.” Quizzes that require a variety of specific, defined cognitive functions to be fully demonstrated show that children with social-mental deficits dwarf children in their ability to abstract thinking and understanding. Such tests again prove that these children are far more receptive to specific, specific, and existent things than to generality, abstraction, and potential. Therefore, there is a need to introduce an education for children with mental retardation aimed at developing cognitive skills. Second-language education should play its due role in this task. The scope of this article is intended to be limited to the teaching of synonyms. Synonyms learning can strengthen the understanding of concepts in children with mental disabilities. In everyday language, due