对聋校手语规范教学课程改革的思考  

Reflections on the Reform of the Standardized Curricula of Sign Language in Schools for the Deaf

作　　者：陈润卿 谢钰涵[1] CHEN Runqing;XIE Yuhan(School of Education,Sichuan Normal University,Chengdu Sichuan 610066,China)

机构地区：[1]四川师范大学教育科学学院,四川成都610066

出　　处：《乐山师范学院学报》2024年第11期101-107,共7页Journal of Leshan Normal University

基　　金：国家社会科学基金一般项目“听障儿童的语言发展机制及干预策略研究”(20BYY093)。

摘　　要：手语作为听障学生的第一语言,为其学习和社会参与提供了重要的工具性支持。目前我国正大力推广通用手语,但绝大多数聋校未开设专门的规范教学课程,严重限制了听障学生学习和使用国家通用手语的权利。聋校有必要对手语规范教学课程进行改革,为听障学生提供规范化的通用手语学习机会,以满足其手语学习和发展的需要。规范化的手语课程应当符合手语自身语法顺序、注重先导性和基础性、重视精讲多练和交际性。此外,应该结合相关政策、汲取国外经验、基于国家通用手语进行教材开发和开发校本化课程四种策略,保障手语规范教学课程的发展。Sign language,as the primary language for students with hearing impairments,plays a crucial role in their learning and engagement in societal activities.Currently,China is vigorously promoting the National Commonly-used Standard Sign Language(NCSSL).However,the majority of schools for the deaf have not established specialized standardized curricula,greatly impeding the rights of these students to learn and utilize the national standard sign language.It is imperative for schools for the deaf to reform their standardized sign language curricula,providing their students with opportunities for standardized learning of the common sign language to meet the educational and developmental needs.Standardized sign language courses should adhere to the inherent grammatical structure of sign language,emphasize a sequential and foundational approach,and focus on in-depth instruction,extensive practice,and communicative competence.Furthermore,four strategies such as aligning with relevant policies,learning from international experience,developing textbooks based on the national standard sign language,and creating school-specific courses can ensure the development of standardized sign language curricula.

关 键 词：听障学生 手语课程 通用手语 聋校课程 

分 类 号：G762[文化科学—特殊教育学]