双语聋教育中聋人教师和健听教师协同教学的个案研究  

A Case Study of Co-teaching in Bilingual Deaf Education

作　　者：刘颖[1] 

机构地区：[1]成都大学幼儿师范学院特殊教育系,成都610106

出　　处：《中国特殊教育》2015年第8期23-29,共7页Chinese Journal of Special Education

基　　金：四川学前教育发展研究中心课题“学前阶段聋人教师和健听教师协同教学研究”(项目编号:CECER-2014-B15)的研究成果之一

摘　　要：二十世纪末,双语聋教育实验在我国部分地区开展。聋人教师和健听教师协同教学是双语聋教育从理论走向实践的关键一环。文章采用个案研究法,以C校三对参与协同教学的聋健教师为研究对象,研究结果发现:(1)协同教学实践环节:健听教师在备课中占主导地位;协同教学模式使用丰富;课后反思环节被省略;(2)协同教学合作关系:健听教师对聋人教师既有抱怨也有共情;聋人教师的双重身份对合作关系产生影响。C校开展的教学活动在本质上不属于协同教学。The bilingual deaf education program has been implemented in several provinces in China since 1996. It has been realized by the co-teaching carded out by deaf teacher and hearing teacher. Three pairs of coteaching teachers in one school for the deaf participated in this case study. We found that （1） the hearing teach- ers are often in charge of the class preparation; the co-teaching models that used during classes are varied from each other; the class reflection stages are ignored; （2） hearing teachers have mixed emotions of both complaint and empathy towards deaf teachers; the dual identities of deaf teachers influence their collaboration with hearing teachers. Thus, the teaching activities in this school are not real co-teaching.

关 键 词：双语聋教育 协同教学 聋人教师 健听教师 

分 类 号：G762[文化科学—特殊教育学]