| 基于聋人语言认知基础的综合语言教育模式构建 |
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| 引用本文： | 方俊明,雷江华.基于聋人语言认知基础的综合语言教育模式构建[J].中国特殊教育,2007(5):28-32. |
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| 作者姓名： | 方俊明 雷江华 |
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| 作者单位： | 1. 华东师范大学特殊教育研究所,上海,200062
2. 华东师范大学特殊教育研究所,上海,200062;华中师范大学教育学院,武汉,430079 |
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| 基金项目： | 国家一般资助项目;上海市社会科学基金;上海市特殊教育重点学科项目 |
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| 摘 要： | 课题通过系列实验研究探讨了聋人手语、唇读、中文阅读与语篇理解的认知基础:(1)手语是语言,有助于促进听觉障碍学生认知能力的发展。(2)唇读是一项复杂的视觉语言认知活动,能通过语音编码进行语音识别,与听觉语言认知具有相同的机理。(3)听觉障碍学生与正常学生尽管在中文阅读与语篇理解过程中认知加工方式的相似性大于差异性,但听觉障碍学生明显滞后于正常学生。据此,我们提出了构建聋人综合语言教育模式的思路,聋校在采用综合语言教育时不可偏废某种语言交流方式,应该根据听觉障碍学生个体的特点或者群体的特点来作出有效的选择。
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| 关 键 词： | 聋人 综合语言教育模式 认知 手语 唇读 |
Construction of the Comprehensive Education Model Based on the Language Cogniton for the Deaf |
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| FANG Junming,LEI Jianghua.Construction of the Comprehensive Education Model Based on the Language Cogniton for the Deaf[J].Chinese Journal of Special Education,2007(5):28-32. |
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| Authors: | FANG Junming LEI Jianghua |
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| Abstract: | Using a series of experimental studies,the project explored the cognitive basis of sign language,lip-reading,reading of Chinese and comprehension of the deaf.The findings are as follows:(1) Sign language is a language that benefits the cognitive development of the hearing-impaired.(2) Lip-reading is a complicated visual-language-cognitive activity that makes use of phonetic encoding to recognize speech.It works on the same principle as ordinary speech-language.(3) Although the hearing-impaired students and normal students have more similarities than differences in terms of the cognitive processing in Chinese reading and comprehension,the hearing-impaired perform significantly worse than the normal students.Therefore,we put forward a comprehensive language education model for the deaf.Schools should not be bias on particular ways of language interaction.The methods should be chosen according to the characteristics of individual student or the whole class. |
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| Keywords: | deaf language education cognition sign language lip-reading |
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