智力障碍学生书面语句法偏误原因与对策分析  

An Analysis on the Reasons and Countermeasures of Syntactic Errors in Written Language for Students with Intellectual Disabilities

作　　者：征文维 张立秋 王志强[3] Zheng Wenwei;Zhang Liqiu;Wang Zhiqiang(Jinling Institute of Technology,Nanjing,Jiangsu 211169;Dalian Ganjingzi District Special Education Center,Dalian,Liaoning 116033;Faculty of Education,Liaoning Normal University,Dalian,Liaoning 116029)

机构地区：[1]金陵科技学院,江苏南京211169 [2]大连市甘井子区特殊教育中心,辽宁大连116033 [3]辽宁师范大学教育学部,辽宁大连116029

出　　处：《绥化学院学报》2024年第10期55-58,共4页Journal of Suihua University

基　　金：辽宁省教育科学规划项目“培智学校语文教科书编写特征比较研究”(JG22CB254)。

摘　　要：智力障碍学生书面语表达中存在句法偏误问题,原因主要在于,教师句法教学存在不足之处;智力障碍学生句法学习能力相对较弱;家长对待家校合作的态度不积极;汉语句法知识较难掌握。为此,需要重视职后教育,多途径提升教师专业能力;创新教育形式,多角度培养学生句法学习能力;转变家长观念,多方位发挥家校协同育人作用;优化知识体系,多渠道构建句法知识结构框架。There are syntactic errors in written language expression for students with intellectual disabilities,mainly due to the shortcomings of teachers'syntactic teaching,relatively weak syntactic learning abilities of students with intellectual disabilities,negative attitude of parents towards home-school cooperation,and the difficulties in understanding Chinese syntax knowledge.Therefore,it is necessary to attach importance to post service education and enhance teachers'professional abilities through multiple mean,to innovate educational forms and cultivate students'syntactic learning abilities from multiple perspectives,to transform parental attitudes and take advantage of the collaborative roles of home-school education in many ways,and to optimize the knowledge system and construct a syntactic knowledge structure framework through multiple channels.

关 键 词：智力障碍学生 书面语句法偏误 原因与对策 

分 类 号：G764[文化科学—特殊教育学]