在“画”中提高智力落后儿童的口语交际能力

• 作 者: 黄爱娥
• 机 构: 福建省泉州市惠安县特殊教育学校,
• 出 处: 吉林教育
• 发表日期: 2014年23期
• 关键词: 智力落后 心理障碍 画中 儿童生活 完整句 上海教育出版社 生动鲜明 生活积累 学会生存 我自己

智力落后学生的语言发展存在缺陷或迟缓,使他们对外界产生恐惧,产生自卑感,不敢与外界交流。因此,提高智力落后学生的口语交际能力是当前语文教学的首要任务。我在教学中采取以“画”为中心,调动多种因素为说话服务,消除智力落后儿童说话时的心理障碍,使智力落后儿童克服畏惧心理等,使智力落后儿童“不想说、不敢说、不会说、说不好”过渡到“我想说、我敢说、我会说、说得好”。

Mentally retarded Students have flaws or delays in their language development, making them fearful to the outside world, producing inferiority complex and afraid to communicate with the outside world. Therefore, it is the most important task of current Chinese teaching to improve the oral communication ability of the intellectually retarded students. In teaching, I take the “painting” as the center, mobilize a variety of factors for the speech service, to eliminate mental retardation of children when talking to psychological barriers to enable children with mental retardation to overcome fear, so that mental retardation children “do not want to say, Dare not say, can not say, say no ”transition to “ I want to say, I dare say, I would say, put it well ”.