绘画教学对聋哑儿童心理健康的促进作用研究——基于强化儿童主体地位视角  

Study on the Promoting Effect of Painting Teaching on Mental Health of Deaf-mute Children from the Perspective of Strengthening Children's Dominant Status

作　　者：吴雅文 WU Ya-wen(Quanzhou Normal University,Quanzhou,Fujian 362000)

机构地区：[1]泉州师范学院,福建泉州362000

出　　处：《呼伦贝尔学院学报》2023年第3期57-61,共5页Journal of Hulunbuir University

基　　金：2020年度福建省本科高校教育教学改革研究重大项目“基于国家一流特殊教育专业建设和卓越特殊教育教师培养的融合教育教学改革研究”(FBJG20200154)。

摘　　要：绘画教学能激发儿童的视觉和想象力,通过视觉来刺激聋哑儿童情绪的抒发,对聋哑儿童的心理健康发展具有一定的促进作用。基于聋哑儿童的特殊性,在强化儿童主体地位下进行聋哑儿童绘画教学的困境探究,发现在模仿式绘画教学下聋哑儿童因听觉缺损相比正常儿童来说更容易出现欠缺主体思考的问题,具体表现为思考和描绘物体缺少全面性,由于教师对聋哑儿童个体情绪关照不足,导致其在自卑心理下情绪波动大;同时,还存在教师教学同质化、儿童主体地位失衡等问题。因此,在基于强化儿童主体地位视角下,相应提出减少范画使用、固定教师指导、增强身体语言、通过自画像色彩实验提高个性化教学模式等多重路径,强化聋哑儿童在绘画教学中的主体地位,增强儿童自信心,促进儿童情感的健康发展。Painting teaching can stimulate children's vision and imagination,through vision to stimulate deaf children's emotional expression,deaf children's mental health development has a certain role in promoting.Based on the particularity of deaf and dumb children,this paper explores the difficulties of deaf and dumb children's painting teaching under the strengthening of children's dominant position.It finds that children lack of subjective thinking,lack of individual emotional care,homogenization of teachers'teaching,and imbalance of children's dominant position in imitative painting teaching.Based on this,several approaches are proposed,such as reducing the use of model painting,fixing teacher guidance,enhancing body language,and improving personalized teaching mode through self-portrait color experiment,so as to strengthen the dominant position of deaf and dumb children in painting teaching,enhance their self-confidence,and promote the healthy development of children's emotion.

关 键 词：儿童主体地位 绘画教学 聋哑儿童 心理健康 

分 类 号：G762[文化科学—特殊教育学] G623.75[文化科学—教育学]