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一九五四年八月号“人民教育”發表了我的“聾啞学校語言教學商紂”一文後,我得到許多來信,有的从自己的具体教学工作中提出若干問題要求解答;也有对該文某些主張提出不同的見解。但有一點則是共同的,那就是在所有來信中都肯定了口語法是新中國聾啞学校語言教學的新方向,一致同意了有声語言教学,对於培养和發展聾啞兒童的思維和智慧有着重大的意义。对上述來信中的幾个比較帶普遍性的問題,我在这裹作个總的說明,並希望大家的批評、指正。一口語法与“發音法”的差別問題 “發音法”又叫做“聾啞習音法”,在我國有七十多年的歷史了。幾十年來,有些聾啞学校和有些教師曾經使用这种方法教会聾啞兒童說出話來,因而有人便把“發音法”和口語法等同起來了。有的甚至用“發音法”
After I published My Deaf-mute School Language Teaching Business, People’s Education, August 1954, I got many letters, some raised some questions from my own specific teaching work to ask for answers, Some of the ideas in this article raise different points of view. However, one thing in common is that in all the letters, it is affirmed that oral grammar is a new direction of language teaching in the deaf-mute school in new China, which unanimously agreed with the teaching of audio language to train and develop the thinking and wisdom of deaf-mute children Has great significance. In regard to the more general issues mentioned in the above letter, I will make a general note here and I hope everyone will criticize and correct it. A difference between grammar and pronunciation method “pronunciation method”, also known as “deaf-carp pronunciation method”, in our country more than seventy years of history. For decades, some deaf-mute schools and some teachers have used this method to teach deaf children to speak out, and some people have equated pronunciation with oral grammar. Some even use the “pronunciation method”