摘要
语文教师用书面语顺应聋生的自然手语是导致聋生语言能力发展迟滞的重要原因。本文运用皮亚杰发生认识论中的"图式"理论区分聋生自然手语语感和书面语语感,厘清两者之间"同化"与"顺应"关系,提出书面语语感教学的原则与实践,对如何提高聋生语言能力进行新探索。
That a Chinese teacher makes his language sense conform to hearing-impaired student’s natural sign language is the main cause which leads to develop stagnancy of hearing-impaired student’s language ability.In this thesis,the author differentiates hearing-impaired student’s natural sign language from language sense through Jean Piaget’s schema theory of his occurrence-cognition theory,discuss the "assimilation" and "accommodation" relation between hearing-impaired student’s natural sign language and his language sense,and advance the new principles and practice of language sense teaching.In this thesis,the author makes new exploration on how to improve hearing-impaired student’s language.
出处
《南京特教学院学报》
2009年第1期20-23,共4页
Journal of Nanjing Technical College of Special Education
关键词
书面语
自然手语
语感
图式
同化
顺应
Written language
natural sign language
sense
schemata
assimilation
accommodation
