摘要
聋生由于听力障碍,运用语言文字的能力比同年龄的健听人相差甚远,导致他们与社会接触面狭窄,易产生消极情绪,出现人际交往中的心理障碍。聋生是社会中的一员,与健听人沟通的主要方式是通过书面语言来传递情感、态度、事实、信念和想法。为了避免聋生在运用语言文字时出现词语颠倒,语句不通顺,理解含糊的现象,在写作教学中,教师通过激发学生的兴趣,引导学生理解并摹仿文本、积累素材,创设写作情境,发挥学生的主体性等方法来挖掘学生的写作潜能,为每一个聋生多备几把开启写作潜能的钥匙。
Because of their hearing impairment, deaf students are far less able to use spoken and written language than their hearing-impaired persons of the same age. As a result, they have narrow social contact with each other and tend to have negative emotions and psychological barriers in interpersonal communication. Deaf students are a part of society and the main way to communicate with hearing people is through emotions, attitudes, facts, beliefs and ideas in written language. In order to prevent the deaf students from using words and expressions, the words are not upside down and the sentences are not smooth and the vagueness is understood. In the teaching of writing, the teacher guides the students to understand and imitate the text, accumulates the material, creates the writing situation, The subjectivity and other methods to tap the potential of writing students,prepare several writing skills for each deaf student.
出处
《科教导刊》
2017年第12X期119-120,共2页
The Guide Of Science & Education
关键词
写作潜能
激发兴趣
创设情境
积累素材
writing potential
stimulate interest
create situation
accumulate material
