聋哑学生的可视化教学研究  

The Research on Visualization Teaching Design for Deaf students

作　　者：赵慧臣[1] 郑曼[1] 

机构地区：[1]河南大学教育科学学院现代教育研究所,河南开封457004

出　　处：《现代教育技术》2013年第8期44-49,共6页Modern Educational Technology

基　　金：第51批中国博士后科学基金面上资助项目"聋哑学生可视化教学的理论建构与实践应用"(项目编号:2012M511563);2013年度教育部人文社会科学研究规划青年基金项目"网络课程群知识建构的理论分析与实践应用"(项目编号:13YJC880117)的研究成果

摘　　要：对于聋哑学生而言,有效使用视觉信息,可以弥补自身不足,促进知识学习。根据聋哑学生的认知特点,开展聋哑学生可视化教学,利用视觉语言将教学内容以直观的方式表达出来,可以提高聋哑学生的学习效率和效果。然而,目前的聋哑学生可视化教学多凭借个人教学经验,没有将教学设计思想融入进去。聋哑学生可视化教学设计中,需要阐释可视化教学的主要功能,构建可视化教学的基本流程,提出可视化教学的实施策略,分析可视化教学的资源支持。聋哑学生可视化教学需要在分析教学问题的基础上,针对聋哑学生认知特征开展实施,应用信息处理方法分析教学关系,通过针对性开发资源工具予以支持。For deaf students,using visual information effectively can recover their self-insufficient and promote the knowledge learning.Presenting the teaching content by visual language according to the deaf students’ cognition features can promote the effect and efficiency of the deaf students learning.However,visualization teaching for deaf students at present does not refer to the idea of teaching design but only rely on the teacher’ teaching self-experience.As to the visualization teaching for deaf students,it needs to explain the main function of visualization teaching,to structure the basic path of visualization teaching,to present the implementation strategy of visualization teaching and to analyze the resource support of visualization teaching.Visualization teaching for deaf students is based on the analysis of teaching problems and is implemented in view of the deaf students’ cognition characteristics.The relations in teaching are analyzed by the information-processing method with the support of resource-developing instruments.

关 键 词：聋哑学生 教学设计 视觉认知 可视化教学 

分 类 号：G40-057[文化科学—教育学原理]