小龄听障儿童个别化教学形式的探讨  

Exploration of Individualized Teaching Methods for Young Hearing-impaired Children

作　　者：陈玲 管晶晶 高学婧 CHEN Ling;GUAN Jing-jing;GAO Xue-jing

机构地区：[1]山东省听力语言康复中心,济南250109

出　　处：《中国听力语言康复科学杂志》2025年第2期211-213,共3页Chinese Scientific Journal of Hearing and Speech Rehabilitation

摘　　要：目的 探讨适合小龄听障儿童康复需要的个别化教学形式。方法 选取30名来自康复机构在训的小龄听障儿童,按照不同的个别化教学形式将其分成A、B、C 3组,在首次及康复5个月后进行听觉能力、语言能力评估及单因素方差分析与多重比较。结果 康复后C组康复效果显著优于A组和B组,康复效果最好的个别化教学形式是C组教学法。结论 C组每周周一和周四家长进班参与课堂,周二、周三、周五听障儿童与单训老师上课,这种方式既能培养听障儿童的学习意识和学习习惯,也能让家长学习康复技能,发挥家长在家庭康复中的主导作用,优化家园共育,取得显著的康复效果。Objective To explore individualized teaching forms that are suitable for the rehabilitation needs of young hearing-impaired children.Methods Thirty young hearing-impaired children in training from three different rehabilitation institutions were selected and divided into three groups according to different individualized teaching forms:A,B and C.The results of their hearing ability and language ability evaluation for the first time and after 5 months of rehabilitation were analyzed by one-way ANOVA and compared with each other.Results After 5 months of rehabilitation,the rehabilitation effect of group C was significantly better than that of group A and group B,so the best individualized teaching form of rehabilitation effect was group C teaching method.Conclusion The individualized teaching form can this way cultivate the learning awareness and study habits of hearing-impaired children,but also enable parents to learn the operational skills of rehabilitation,give play to their leading role in family rehabilitation,achieve optimal home co-education and achieve remarkable rehabilitation effects.

关 键 词：个别化训练 听障儿童 家园共育 家庭康复效果 

分 类 号：R494[医药卫生—康复医学]