中学聋生作文写作能力分层教学的策略

Strategies of Hierarchical Teaching of Composition and Writing Ability of Deaf Students in Middle School

随着教育的改革以及新课程标准的发展与升级,作文作为语文课程中的重要组成部分,对学生表达能力与逻辑思维能力的发展有着促进作用,并且受到了专家和学者的高度重视与关注。然而聋生由于先天在生理上就失去了听觉能力,从小就没有形成健全的语言表达系统,在与人交流的过程中,也常常采用手势以及动作。在生活中由于大部分的人还不是很懂手语,所以聋生的交流也要逐渐依靠书面语言。因此,只有不断提高聋生的写作能力,才能保证他们能够熟练地与人进行有效交流。本文就中学聋生写作能力分层教学的策略进行探讨与分析,以供参考和评价。

With the reform of education and the development and upgrading of new curriculum standards,composition,as an important part of the Chinese curriculum,promotes the development of students'expression ability and logical thinking ability,and has received great attention and attention from experts and scholars.However,deaf students have lost their hearing ability due to their innate physical ability,and have not formed a sound language expression system since they were young.They often use gestures and movements in the process of communicating with others.Since most people do not know sign language very well in life,the communication of deaf students must gradually rely on written language.Therefore,only by continuously improving the writing ability of deaf students can they ensure that they can communicate with others proficiently and effectively.This article discusses and analyzes the stratified teaching strategies of deaf students in middle school for reference and evaluation.