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特殊教育学校的外语教育研究在我国外语教育和特殊教育两个领域均十分鲜见。本文采用文献研究法,以国家课程文件、相关报道与研究文献为数据,分别对视障、听障和智障三类特殊教育学校的外语课程设置进行考察。研究结果表明,在发展历程和学段分布上,国家特殊教育外语课程规划明显滞后于这三类学校外语课程实践,但这三类学校外语课程设置存在显著差异。当前,特殊教育学校外语教育面临国家课程规划与学校课程实践之间在学段教育课程规划上存在不协同现象,外语课程的有效设置尚缺乏专门的外语课程标准制定和外语教材编写来予以支撑,外语课程有待在更多的特殊教育学校加以设置与实验研究等问题。
Foreign language education research in special education schools is very rare in both foreign language education and special education in our country. In this paper, we use the method of literature research to study the foreign language courses in three special education schools of visual impairment, hearing impairment and intellectual disability based on the national curriculum documents, relevant reports and research literature. The results show that in the course of development and the distribution of academic sections, the planning of foreign language courses for national special education lags behind those of the three types of foreign language courses. However, the foreign language courses of these three types of schools are significantly different. At present, foreign language education in special education schools is confronted with the phenomenon of inconsistency in the curriculum planning of academic education between the national curriculum planning and school curriculum practice. The effective setting of foreign language curriculum lacks specialized foreign language curriculum standards and compilation of foreign language teaching materials. Foreign languages Courses need to be set up and experimented with in more special education schools.