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听障学生在离开学前语训班进入普小随班就读的过程中,还会出现与人交往困难。资源教师要把对听障学生进行坚持不懈的语言训练当作首要任务。一、练好字词句,推动创造性思维的发展。包括一字多词,一词多句和扩展句子,发展语言两种方式。二、多种形式结合,强化听说能力。在训练中教师为学生提供可看、可听、可读的直观材料,引导学生看说结合、听说结合、读说结合。三、挖掘生活因素,拓宽学习渠道。教师努力从听障学生的生活中汲取素材,依据其兴趣及个性精心设计语言活动的过程,激发他们学习语言的兴趣。包括从体验中引说,从生活中引说,从动画片中引说。经过坚持不懈地训练,听障学生的语言能力均有了较大的提高。
When hearing-impaired students leave primary school, they will encounter difficulty in communicating with others. Resource teachers should take the unrelenting training of language learners as a top priority. First, practice good words and phrases to promote the development of creative thinking. Including words and more words, more than one sentence and the expansion of sentences, the development of language in two ways. Second, a variety of forms, strengthen the ability to hear and say. Teachers in training to provide students with visual, audible, readable visual materials, guide students to see the combination, I heard that the combination of reading and speaking. Third, mining life factors, broaden learning channels. Teachers strive to draw material from the lives of hearing-impaired students, elaborately design their language activities according to their interests and personalities, and stimulate their interest in learning languages. Including from the experience of cited, cited from life, cited from the animation. Through perseverance training, the language ability of hearing-impaired students has been greatly improved.