摘要
本实验通过语感教学方法和传统教学方法对聋生阅读能力的教学效果产生的影响进行对比研究 ,结果显示为 :实验班与对照班聋生的阅读能力存在极其显著性差异 :在阅读能力等级测试万面 ,实验班与对照班聋生的认知性阅读能力水平存在显著性差异 ,理解性和评价性阅读能力水平则无显著性差异。从而证实了语感教学方法能在培养聋生阅读兴趣的基础上促进聋生在教学过程中主动化参与程度和提高聋生的阅读能力。
This experiment is to compare two teaching approaches,the language sense approach and traditional teaching approach,in teaching effectiveness in two parallel classes. The outcome were that there is significant difference in reading ability between the students in the experiment class and the control class. In the reading ability test, there is significant difference in cognition reading ability level but no significant difference in comprehension and estimation reading ability level between the students in two classes. These proved that language sense approach enable the hearing-impaired students to take active part in teaching and improve their reading ability on the basis of bringing up students' interests.
出处
《中国特殊教育》
CSSCI
北大核心
2001年第4期36-40,共5页
Chinese Journal of Special Education
关键词
语感教学
聋生阅读能力
language sense approach hearing-impaired student reading ability
