教具在盲校直观教学中的应用

Application of Teaching Aids in Object Teaching in Schools for the Blind

大量符合各种感知觉特点的教具是盲校直观教学实践的基础。触觉教具是盲校直观教学的重点,教师应理解各种类型触觉教具的直观层次。盲校教师在制作、使用触觉教具时,不应受视觉规律的主导。多感官教具的效果通常较好,计算机多媒体教具对盲生只是听觉教具,并不适应盲童缺乏事物客观表象的特点。语言在直观教学中有重要的辅助作用,但是,把抽象的语言作为直观的一种方式值得商榷。

Object teaching is one of the most significant differences between schools for the blind and common schools. A variety of teaching aids in accordance with different perceptual characteristics is the basis for object teaching. Tactile teaching aid is the key part of object teaching in schools for the blind and teachers should be aware of the hierarchy of it. Many examples demonstrate that visual rules should not dominate tactile practice and multiple sensory teaching aids are better instead. Computer multiple-media is merely an auditory teaching aid for blind children, which fails to meet the needs of the children lacking concrete images. Abstract language applied as a means of object teaching aid is arguable despite of the important auxiliary roles of language in teaching.