在分组——合作教学模式中提升聋儿合作交往能力的实践研究

A field study of the effects of the grouping of deaf children on their communicative abilities at school

目的通过开展多种分组一合作教学模式，有效促进聋儿合作交往能力的发展，缩短聋儿合作交往能力培养的过程。方法运用行动研究法、调查法对8名聋儿一日活动行为举止进行全程记录．分析，寻找不同分组一合作教学模式，培养聋儿合作交往能力。结果开展多种分组一合作教学模式能增加聋健幼儿合作交往的机率，激发聋儿合作交往的欲望，帮助聋儿掌握合作交往的行为准则，促进其社会性发展，同时也能有效促进健听幼儿形成爱心和责任心。结论在分组一合作教学模式开展过程中，注重聋儿教师．普幼教师共同参与、分工合作，围绕“聋健融合”的目标创设新型教育模式，对于聋健双方教育具有一定的价值和意义。

Objective To report a field on their communicative abilities at school. study of the effects of the grouping of deaf children and on the improvement of the teaching skills in the integrated education. Methods The daily life of 8 deaf children were carefully recorded and analyzed by action research method and investigation. The different grouping strategies were used to determine the effects on the communicative abilities of the children. Results Various grouping strategies can increase the probability of cooperation between deaf children and normal-hearing children, stimulate the inherent vitality of deaf children, help deaf children understand the cooperation rules, facilitate the social development of deaf children and promote the normal-hearing children to help and care for their disadvantaged partners . conclusion The grouping method in teaching emphasizes the involvement and cooperation of rehabilitation teachers and teachers in regular kindergartens and aims to establish new integrated education mode, which is of great significance for deaf and regular education.