义务教育阶段聋校中的不平等现象研究

发布时间：2018-07-23 11:34

【摘要】：从1954年至今,我国大多数聋校都实行以口语为主的教育。这种传统的聋校教育理念与实践,与其说是在努力消除聋人与听人之间的不平等,不如说它在拉大两个群体之间的差距。本研究以批判“基于临床医学病理模式认为‘聋’是‘残疾’的观点”为逻辑起点质疑当下义务教育阶段聋校教育：一方面,将聋人学生隔离在“正常”之外作为“残疾”儿童；另一方面,却生硬地推行以口语为核心、为主导的聋校教育。其诸多努力都致力于让聋人学生成为或接近于“正常人”,却很少关注聋人学生的切实心理感受。这种教育是以表面上的平等掩盖着事实上的不平等。语言学研究已经证明：无论是在什么样的环境中学习,学生都会受到第一语言正负迁移的影响。同时,也都有可能会遇到来自不同文化因素的障碍。因此,我国当下聋校中以口语为主的教学语言对于聋人学生而言是第二语言,更容易使他们产生自卑情绪和自我否定,而不是自尊自信和自我肯定。从社会学角度言之,以听人口语为主导的聋校教育,其实质是使不会手语的听人群体受益,而聋校学生并非是真正的受益者。手语作为一种视觉文化是聋人文化的核心要素之一,是聋人之间,以及聋人与听人之间沟通的桥梁和纽带。承认手语的合法地位在一定程度上等同于认同聋人的文化身份,由此可以形成在观念领域中聋人与听人的社会性平等。因此,从聋人社会与主流社会的关系切入聋校教育平等问题研究是本研究基本出发点。本研究从聋校是否将“聋”认定为“残疾”；对聋生学习口语的强制程度等维度,实证学校中不同群体对“聋”的接纳与认同差异。具体选择我国南北方不同城市的公立聋校为研究对象,通过问卷调查法、访谈法、文本分析法,重点对我国义务教育阶段聋校教育中的不平等现象进行微观分析。实证研究结果表明：一、聋学生群体对于“聋”的认知,仍以“残疾”观为主。听人教师群体对于“聋是残疾”的认同,强于聋人学生群体本身。二、聋校听人教师与聋人学生都肯定聋人手语在教学、师生沟通中的作用,但在聋校教育中,仍然缺乏对确立手语语言学地位与意义的认识。三、现阶段聋生群体对以手语为核心的聋人文化的认同,仍处于萌芽阶段。四、多年来以口语教学为主的聋校教学理念与实践,对聋人学生产生了深刻影响,造成了“聋人学生群体比听人教师群体更认同聋校口语教学重要性”的现状,折射出传统的聋校教育对聋人学生手语的部分剥夺,强化了聋校教育中不平等现象,而不是相反。论文揭示义务教育阶段聋校教育中不平等现象主要表现在：以口语为主的教学目标；相对欠缺手语及聋人文化的课程设置；课堂教学中师生沟通,因口语为主导而受到限制；忽视聋人认知特点的教学物理环境；以及完全以文字为主的考核方式等等。在一定程度上,导致聋人学生的心理失衡与成长延缓等等教育负面效果。论文针对义务教育阶段聋校教育中存在的不平等现象,相应提出：建立科学的聋童观、教育观；积极发展聋校中的聋人文化；提升聋校听人教师的手语认知水平,加强教师的手语能力；重视聋人教师在聋校教育、教学中的作用；推广聋人双语、双文化教育等对策,以克服和消除这些教育不平等现象。论文指出：在强调人本的当代社会,应该正视聋人的独特属性,尊重聋人文化的客观存在。平等地看待聋人只是不同的人而已,不应该视听人为“正常大”,作为衡量聋人社会性发展的一种标准。这种认识本身就意味着对聋人学生的不平等待遇。聋人世界与听人世界同时存在于社会之中,手语与聋人文化对聋人群体而言,是他们初级依附和正常生活的需要,不能因追求主流文化的教育目标而受到任何忽视。因此,明确作为聋人母语的手语在聋人成长及社会性发展过程的作用与意义,重视聋人学生的双语、双文化教育,将是义务教育阶段聋校追求和实现教育平等的重中之重。
[Abstract]:From 1954 to the present, most deaf schools in our country have practiced oral education. The traditional educational idea and practice of the deaf school is not so much as to eliminate the inequality between the deaf and the deaf. It is better to say that it is in the gap between the two groups. This study criticizes the "deafness" based on the clinical medical pathology model. On the one hand, the deaf students are isolated from "normal" as "disabled" children; on the other hand, it is hard to carry out the education of deaf schools with spoken language as the core. Many efforts are devoted to making the deaf students become or close to the "deaf". Normal people, however, pay little attention to the practical psychological feelings of deaf students. This kind of education is based on surface equality to cover up the fact of inequality.
The study of linguistics has proved that students will be affected by the positive and negative transfer of the first language in whatever environment. At the same time, they are also likely to encounter obstacles from different cultural factors. Therefore, in the present deaf schools, the spoken language is the second language for deaf students and is easier to make. They produce self abasement and self denial, not self-respect, self-confidence and self affirmation. From the sociological point of view, the deaf school education dominated by listening to human spoken language is the essence of which is to benefit the listless group without the sign language, but the deaf students are not the real beneficiaries.
As one of the core elements of the deaf culture, sign language, as one of the core elements of deaf people's culture, is a bridge and link between the deaf and the deaf and the hearing of the deaf. The recognition of the legal status of the sign language is to some extent equal to the identity of the deaf people, which can form the social equality between the deaf and the listens in the concept domain. The study of the relationship between the deaf society and the mainstream society is the basic starting point of the study on educational equality of deaf schools. This study is to determine whether deaf schools are "deafness" as "disability", and the degree of compulsion for deaf students to learn oral English, and the differences in acceptance and identification of "deaf" by different groups in the empirical schools. The specific choice of the South and the north in China The public deaf schools of different cities as the research object, through the questionnaire survey method, interview method, text analysis method, focus on the unequal phenomenon in the education of deaf schools in the compulsory education stage of our country.
First, the deaf students' cognition of deaf is still dominated by the concept of "disability".
Two, both teachers and students of the deaf affirm the role of the deaf language in teaching and communication between teachers and students, but in the education of deaf schools, there is still a lack of understanding of the position and significance of the establishment of sign language linguistics.
Three, at the present stage, deaf students' recognition of deaf culture with sign language at the core is still in its infancy.
Four, the teaching idea and practice of deaf schools, which are mainly spoken in oral teaching for many years, have a profound influence on the deaf students. The present situation of "the deaf students group is more important to the spoken teaching of the deaf than those of the listening teachers", which reflects the partial deprivation of the traditional deaf school education for the deaf students, which strengthens the inequality in the education of the deaf. And so on, not the opposite.
The paper reveals that the unequal phenomenon in the education of the deaf is mainly manifested in the teaching objectives of speaking mainly in spoken language, the course setting relative to the lack of sign language and the culture of the deaf; the communication between teachers and students in the classroom teaching is restricted by the spoken language; the teaching physical environment that ignores the cognitive characteristics of the deaf is ignored; and the text is completely written. To some extent, the main way of assessment is to cause the psychological imbalance and growth retarding of deaf students and so on.
Aiming at the unequal phenomenon in the education of deaf schools in compulsory education stage, this paper puts forward the following points: establishing a scientific view of deaf children and education, developing the culture of the deaf in the deaf schools, promoting the cognitive level of the sign language of the deaf teachers, strengthening the ability of the teachers' sign language, paying attention to the role of the deaf teachers in the education of the deaf and the function of the teaching; Bilingual education, bilingual education and other countermeasures to overcome and eliminate these educational inequalities.
The thesis points out: in the contemporary society emphasizing the human nature, we should face the unique attributes of the deaf and respect the objective existence of the deaf culture. The equal view of the deaf is only different people, and should not be audio-visual "normal" as a standard for measuring the social development of the deaf. This understanding means that the deaf students are not. Equal treatment. The deaf and the listening world exist in the society at the same time. The sign language and deaf culture are the needs of their primary attachment and normal life, and can not be ignored by the pursuit of the educational goal of the mainstream culture. Therefore, the sign language as the mother tongue of the deaf is developed and socially developed for the deaf. The role and significance of Cheng and the bilingual and Bi cultural education of deaf students will be the top priority for the deaf schools in the compulsory education stage to pursue and achieve equality in education.
【学位授予单位】：辽宁师范大学
【学位级别】：博士
【学位授予年份】：2014
【分类号】：G762

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