学前聋教育的教育模式研究  

A Study on the Education Model of Pre-school Deaf Education

作　　者：刘永萍[1] 

机构地区：[1]南昌师范高等专科学校,江西南昌330000

出　　处：《科教文汇》2012年第19期65-67,共3页Journal of Science and Education

基　　金：江西省社会科学规划项目"江西省学前聋教育的现状与对策研究"(09JY235)的研究成果之一

摘　　要：学前聋教育的教育模式从不同的角度,分类有所不同,从语言沟通方式的角度,可以分为双语教育模式、医教结合教育模式、全面交流教育模式;从隔离还是融合的角度,可以分为隔离教育模式、融合教育模式;从教育安置的角度,可以分为康复中心教育模式、幼儿园教育模式、家庭教育模式。本研究认为,学前聋教育目前最亟待解决的问题是根据聋儿的听力损失时间、听力损失程度、家庭环境、社会环境的实际情况采用适当的教育模式,使聋儿享有接受有效的学前教育的均等机会。According to different aspects,there are different education models in pre-school deaf education.From the point of communication methods,it can be divided into bilingual education model, the model of combining medical treatments and education,and the model of comprehensive communication method; from the point of Segregation or Inclusion,it can be divided into segregated education model and inclusive education model; from the point of education placement, it can be divided into the education model of rehabilitation center, kindergarten and family. This research has such conclusion： the most urgent problem to be solved in pre-school deaf education is to make the deaf children share the effective and equal opportunity in pre-education, by the appropriative education model according to actual situation such as, the time and level of hearing loss and the environment of family and society.

关 键 词：学前聋教育 教育模式 均等机会 

分 类 号：G642.0[文化科学—高等教育学]