儿歌与智障儿童识字教学

发布时间：2018-06-23 10:17

本文选题：障碍儿童 + 儿歌　；参考：《鲁东大学》2013年硕士论文

【摘要】：特殊教育是我国基础教育的重要组成部分之一，特殊儿童受教育的水平直接影响基础教育的整体水平，并决定了特殊儿童在社会中的生存与发展状态。关于盲、聋儿童的特殊教育至今已有一百多年的历史，但是对于智力障碍儿童的教育兴起较晚，始自于1979年。识字教学是智障儿童语文教学的重要内容，学会识字是学习语文的开端，是智力障碍儿童学习其他学科的基础，同时，也是智力障碍儿童融入社会生活的必备条件之一。当前的培智学校语文识字教学中，主要采用集中识字、分散识字、字形故事识字、拼音打字识字等教学方法，很难激起学生的识字兴趣，识字效率比较低。激发智力障碍儿童的识字兴趣，让智力障碍儿童感受到识字的乐趣，在低年级识字教学中显得尤为重要，是摆在培智学校语文教师面前的一个难题，也是智障儿童教育的一项重要且困难的任务。寻求适合智力障碍儿童的识字方法，提高识字教学效率，是特培智学校语文教师不断探求的目标。由于轻度智力障碍儿童存在某些生理缺陷，使得其思维长期处于具体形象阶段，轻度智力障碍儿童在学习汉字时存在一定的困难。儿歌是深受孩子们喜闻乐见的一种体裁，语言生动简洁，内容通俗易懂，音韵和谐，节奏感强，读起来琅琅上口，符合学生的身心特征及识字特点，更易于智力障碍学生建立识字自信。教师可以把健康向上易学易唱的儿歌引入智障儿童识字教学中，使儿歌与所识汉字相契合，让学生通过读读、背背、编编儿歌，激发识字的兴趣，又能使整个课堂更富有儿童情趣，这也是对智力障碍儿童识字教学的一种新探索和尝试。本研究通过在山东省淄博市某培智学校进行了参与观察和访谈，发现在该培智学校中，语文教师常苦于没有教学资源的支持，也没有适当的教学方法指导，在教学中不得不"摸着石头过河"。基于此，笔者向该校教师介绍了儿歌识字的教学方法，并与语文组教师共同进行研讨，分析儿歌运用于智力障碍学生识字教学的可行性及其模式。在此基础上，，笔者选择低年级培智1班，选择教学内容，进行了20课时的识字教学实践。本文主要从儿歌在智障儿童识字教学中的意义、利用儿歌对智障儿童进行识字教学的原则、智障儿童儿歌识字教学的实施三个方面来探讨儿歌与智力障碍儿童识字教学。
[Abstract]:Special education is one of the important components of basic education in China. The level of special children's education directly affects the overall level of basic education and determines the survival and development of special children in society. The special education of blind and deaf children has a history of more than one hundred years, but the education of children with mental retardation started late in 1979. Literacy teaching is an important content of Chinese teaching for children with intellectual disabilities. Learning to read is the beginning of learning Chinese, the basis of learning other subjects for children with intellectual disabilities, and it is also one of the necessary conditions for children with intellectual disabilities to integrate into social life. In the present teaching of Chinese literacy in the school of intellectual education, it is difficult to arouse the students' interest in literacy and the efficiency of literacy is relatively low by using the teaching methods such as centralized literacy, scattered literacy, character story literacy, Pinyin typing and other teaching methods. Arousing the interest of children with mental retardation in literacy and making them feel the pleasure of literacy is particularly important in the teaching of literacy in the lower grades, and is a difficult problem for Chinese teachers in the school of mental retardation. It is also an important and difficult task for children with intellectual disabilities. It is a goal for Chinese teachers to seek suitable literacy methods for children with mental retardation and to improve the efficiency of literacy teaching. Due to some physiological defects in children with mild mental retardation, their thinking is in the concrete image stage for a long time, and the children with mild mental retardation have some difficulties in learning Chinese characters. Children's songs are a kind of genre loved by children. They have vivid and concise language, easy to understand, harmonious in tone, strong sense of rhythm, catchy reading, and accord with students' physical and mental characteristics and literacy characteristics. It is easier for students with mental retardation to build self-confidence in literacy. Can teachers improve their health? The easy-to-sing children's songs are introduced into the literacy teaching of children with intellectual disabilities, so that the children's songs fit with the Chinese characters they know, so that students can read, memorize, compile children's songs, stimulate their interest in literacy, and make the whole classroom more interesting for children. This is also a new exploration and attempt of literacy teaching for children with mental retardation. Through the observation and interview in a school of Peizhi in Zibo City, Shandong Province, the author finds that Chinese teachers often suffer from the lack of support from teaching resources and lack of proper teaching methods. In the teaching had to "touch the stones across the river." Based on this, the author introduces the teaching method of children's song literacy to the teachers of this school, and discusses it with the teachers of Chinese group, and analyzes the feasibility and mode of applying children's songs to the teaching of students with intellectual disabilities. On the basis of this, the author chooses the lower grade class 1, chooses the teaching content, carries on the 20 class literacy teaching practice. This paper mainly discusses the significance of children's songs in the teaching of children with intellectual disabilities, the principles of using children's songs to teach children with intellectual disabilities, and the implementation of the teaching of children's songs of children with intellectual disabilities in order to explore the teaching of children's songs and children with intellectual disabilities.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G764

【参考文献】