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随着新课改的实施,给特教老师提出了更高的要求,就是在对学生进行文化知识传授、行为习惯养成方面下工夫的同时,还要对残疾学生进行康复训练。我国的康复教育机构从20世纪80年代开始至今,聋儿语训工作已有了长足发展,但从教学设施、教辅人员等主要因素来看,真正够条件、够水平的仍集中在大城市或经济较发达地区,这种状况有两个方面的不利因素,一是这些机构与教育部门相脱节,与特校无联系,得不到系统的有关特教理论的规范指导,特别是多数教
With the implementation of the new curriculum reform, higher demands have been placed on special education teachers. In addition to working hard to impart knowledge and practice to students, they also need to provide rehabilitation training to students with disabilities. Since the 1980s, China’s rehabilitation education institutions have made great progress in language training for deaf children. However, from the perspectives of teaching facilities, teaching and learning staff, and other major factors, there are still enough conditions and levels that are still concentrated in large cities Or economically more developed regions. There are two unfavorable factors in this situation. First, these institutions are out of touch with the education sector and have no connection with the special schools. They can not get systematic normative guidance on special education theories, especially the majority of teaching