| 手语多义现象与听障儿童交流障碍 |
| |
| 引用本文： | 虞文捷.手语多义现象与听障儿童交流障碍[J].科教文汇,2020(9):159-160. |
| |
| 作者姓名： | 虞文捷 |
| |
| 作者单位： | 苏州市盲聋学校 |
| |
| 摘 要： | 手语是聋校课堂教学中的主要交流方式。然而使用手语的教学,在课堂信息交流过程中存在着不少障碍。手语多义现象是造成交流障碍的重要原因。手语的准确性和丰富性是提升聋校语文教学实效的关键。在聋校教学与交流中充分发挥手语的积极作用,将手语与口语、书面语等有机结合在一起,尽量运用直观的教学策略促进听障儿童学习;规范在教学活动和日常交流中使用的手语,让聋人教师积极参与教学活动,为学生营造更加良好的语言环境有助于消除多义手势语带来的课堂信息交流中的障碍。
|
| 关 键 词： | 手语多义现象 听障儿童 语文教学 |
Sign Language Polysemy and Communication Impairment in Hearing-impaired Children |
| |
| Authors: | Yu Wenjie |
| |
| Abstract: | Sign language is the main form of communication in classroom teaching for deaf schools.However,in the teaching with sign language,there are many obstacles in the process of classroom information exchange.Sign language polysemy is an important cause of communication obstacles.The accuracy and richness of sign language is the key to improving the effectiveness of Chinese teaching in deaf schools.Teachers should give full play to the positive role of sign language in teaching and communication in deaf schools,organically combine sign language with spoken and written language,and try to use intuitive teaching strategies to promote the learning of hearing-impaired children.They should also use standardized sign language in teaching activities and daily communication,take an active part in teaching activities,and establish a better language environment,so as to eliminate obstacles in classroom information exchange brought by sign language polysemy. |
| |
| Keywords: | sign language polysemy hearing-impaired children Chinese teaching |
| 本文献已被 维普 等数据库收录！ |
|
