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李建军 《中小学心理健康教育》2011,(16):30-31
一、视障学生的感知觉及个性特征视障学生分为低视生和全盲生。低视生仅有微弱的视力,全盲生视觉基本丧失。由于视觉功能的缺失,视障学生失去了认识世界的主要途径。相应地,他们的触觉、嗅觉和听觉等其他感觉相对比正常学生要灵敏。 相似文献
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《中国小学语文教学论坛》2017,(5)
视障生阅读教学是盲校教师以视障学生(包括低视力学生和盲生)为对象,以与普通学校教材内容相同的大字书或盲文书为教材进行的阅读教学活动。视障学生的视力缺陷,以及其教材的特殊性,势必使盲校语文阅读教学在特点和方法两方面有别于普通学校。 相似文献
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由于同一个年龄段的视障生较少,盲校往往无法对全盲生和低视生进行分班教学,大多采取混合的形式编班,课堂常常因为顾此失彼而影响教学效果。如何通过有效教学促进两类学生各自的发展？笔者在视障教育中应用差异教学理论,立足于学生个性的差异．满足学生个别学习的需要,促进两类学生全面和谐地发展。 相似文献
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导学案是以素质教育要求为编写目标,用于引导学生自主学习、主动参与、合作探究、优化发展的学习方案。以导学案为载体,构建让视障生主动参与的教学环境,是促成盲生学习方式转变的有效措施。 相似文献
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针对视障学生的心理特点和口语交际现状,为达到《全日制义务教育盲校语文课程标准》中对盲生口语交际能力的要求和盲生融入主流社会的终极目标,可采用“树立自信—增加积累—确立典范—全员演练—充分运用”的步骤逐步培养视障学生口语交际能力. 相似文献
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针对视障学生的心理特点和口语交际现状,为达到《全日制义务教育盲校语文课程标准》中对盲生口语交际能力的要求和盲生融入主流社会的终极目标,可采用“树立自信—增加积累—确立典范—全员演练—充分运用”的步骤逐步培养视障学生口语交际能力. 相似文献
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参加普通高考是视障学生接受公平、公正的高等教育的体现。本文以两名浙江视障学生为例,探讨了视障学生参加普通高考的过程。结果发现,视障学生参加普通高考存在报名难、考试难、录取难和就读难等问题。因此,视障学生参加普通高考需国家法律细则予以保障、省级教育考试管理机构予以支持、各级盲教育专业机构予以协助、录取必须公平和公正、建立起与视障高等融合教育配套的支持体系。 相似文献
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焦虑对动作外显和内隐记忆影响的实验研究 总被引：3，自引：1，他引：3
本文采用加工分离的研究方法 ,以视障运动员、盲生和低视力学生为被试 ,以非言语材料为实验材料 ,考查了在焦虑状态下动作外显和内隐记忆的特点。结果显示 :(1)焦虑对动作外显和内隐记忆均有影响 ,动作外显记忆对焦虑更敏感 ;(2 )在焦虑状态下 ,有利于盲生的自动提取 ,而不利于意识性提取 ,实验出现了交叉双重分离观象 ,盲生的自动提取成绩优于视障运动员和低视力学生 ;(3 )意识性提取和自动提取所需要的最佳焦虑状态可能不一致。 相似文献
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安俊英 《北京教育(高教版)》2010,(6)
正随着时代发展和社会进步,视障人士平等参与学习、工作等各项社会活动的权利日益受到重视和关注。解决他们在实际学习、工作中的困难,也成为一个亟待解决的问题。视障人士在学校学习效果的评价和度量,是众多盲校和教育机构关心的问题。北京联合大学特殊教育学院的"新特视障人员考试平台"便是一款适用于国内视障学生考试使用的软件。 相似文献
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许波 《廊坊师范学院学报(自然科学版)》2014,(3):31-33
针对现有成人课程网络教学平台难以满足日益增长的师生需要的问题,建立了新型的基于Web2.0的成人教育网络教学平台.该平台提供了Tag与知识共享的功能,可以让学生随时随地上网学习;提供Blog与知识管理功能,可以让学生与教师在网上进行交流和互动;提供建立SNS与虚拟学习社区,让兴趣相同的人聚集到一起;提供RSS与教学资源建设功能,可以动态地了解到对方的状态. 相似文献
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Bronagh Byrne 《International Journal of Disability, Development & Education》2014,61(2):119-133
Young disabled people continue to be under-represented throughout further and higher education settings. Drawing on Pierre Bourdieu’s social theory of habitus, capital and field, this paper explores the practices of domination and oppression that have made it difficult for young people with visual impairments and hearing impairments to participate in third-level education on the same basis as non-disabled people. Twenty young people with hearing impairments and visual impairments were interviewed about their educational experiences. In addition, 31 interviews were conducted with third-level education providers, policy-makers and non-governmental organisations. This article has two aims: firstly, to critically examine the experiences of young people with hearing impairments and visual impairments in accessing and engaging with support provisions in further and higher education settings; and secondly, to identify and explore the diversity of ways in which these young people have managed and responded to the practices they have encountered. This article emphasises the journey from ability to dis-ability that young people with hearing and visual impairments experience in their quest for educational achievement. The ambiguities of “inclusion”, “widening participation” and “support” are highlighted and critiqued for their extensive failure to challenge taken-for-granted discourses. 相似文献
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Beryl Ndongwa Bamu Elisabeth De Schauwer Sara Verstraete Geert Van Hove 《International Journal of Disability, Development & Education》2017,64(6):612-623
Although some initiatives are implemented in the education of students with hearing impairments in the regular school, challenges are still encountered in their education. This article which is part of the results from an ongoing qualitative study in the North-West region of Cameroon addresses the different initiatives and challenges involved with including students with hearing impairment in regular schools. Interviews, participant observations as well as field notes were the main instruments used in collecting data from the six teachers and six students with hearing impairments who participated in the research. Academic support, classroom placement and the way of working of the sign language interpreters were considered the major initiatives and challenges in the education of the students with hearing impairment in regular schools. It is apparent that adequate adjustments have not been made within the schools to meet the needs of the students with hearing impairments. This hence questions their actual inclusion in the regular school. 相似文献
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Elizabeth Hughes Morgan Chitiyo Ambumulire Itimu‐Phiri Kristen Montgomery 《British Journal of Special Education》2016,43(2):159-177
This research examines special needs education professional development needs among both general and special education schoolteachers in northern Malawi. A semi‐structured questionnaire with open and close‐ended questions was used for the research. Quantitative and thematic analyses were conducted to determine the extent to which teachers believe that students with disabilities should be educated together with students without disabilities, the importance of professional development for teaching students with disabilities, prioritised professional development needs regarding special education knowledge, and self‐identified needs for successful special education classrooms. Results indicate that teachers are generally in favour of inclusive practices and identify a high need for special education professional development. Participants identified training and resources to teach students with visual impairments or auditory impairments as a high priority. Participants noted a need for improved infrastructure, more educational materials, and recognition by the government for work in special education. 相似文献
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健康产业是为人们提供预防、诊断、治疗、康复、保健等服务的产业。基于健康产业平台人才培养的情感教育,对于提高学生行业品德认知、培养行业品德情感、养成行业品德行为有着重要的作用。在专业培养的过程中应加强人文教育的渗透,把学生的品德、情感和专业的培养结合起来。重视建立适应时代发展的教师队伍,建立完善的健康产业学生情感教育体系,加强平台课程建设,注重实践的实效性,使学生成为尊重人类、尊重生命、有爱心的人类健康的守护者。 相似文献
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教育过程的本质是教育之于学生的一种有组织、有计划的、为满足学生的生存需要而进行的教育活力。"教育之于学生"说明了教育过程的方向性问题,即获得的主体是学生,同时也强调了教师的重要作用。现在的教育是为了满足不同人的生活需要,即无论从终身意义上还是从需要层次说解析,教育过程的本质目的是为了满足生存的需要。 相似文献
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体操是我国高等学校体育教学专业学生的必修课程,是各级各类学校体育教育的主要内容.对高等学校体育教学专业学生而言,体操教学成绩评价是体操教学过程的重要环节,它对教学效果的正确评价和学生学习积极性产生直接影响.本文根据自己多年从事体操学习和实践经验,走访了其它体育学院的体操教师,运用文献研究法,以体操动作教学特点为切入点,找出当前体操教学评价中存在的问题,并提出了合理的评价建议,以供同行借鉴,共同提高体操教学质量. 相似文献
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高校德育资源拓展与载体创新具有十分重要的意义。在实践探索中要发挥教师在教育全程中肯定和鼓励的主导作用;在训练过程中引导学生积极发挥主观能动性;对学生进行戏曲体验教育"八个结合"的训练;利用戏曲平台对学生进行体验教育增强德育教育的实效性。同时要解决好高校大学生进行戏曲拓展体验教育综合训练中亟待解决的问题。 相似文献
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Ufuk Ozkubat 《International Journal of Inclusive Education》2013,17(5):500-514
The purpose of this study was to compare the social skills of five groups of children: children with visual impairments attending inclusive education schools, children with visual impairments attending schools for the blind, children with intellectual impairments attending inclusive education schools, children with intellectual impairments attending segregated special education schools, and typically developing children. A hundred and sixty-nine children aged from 7 to 12 participated in the study. The children's social skills were rated by their teachers on the Social Skills Rating System (SSRS) – Turkish Form. The results suggested significant group differences between children attending inclusive education schools and children attending special education schools. Analysis of the findings indicated that children with visual impairments and children with intellectual impairments had poorer social skills than typically developing children; however children with visual impairments and children with intellectual impairments attending inclusive education schools had higher social skills than children attending segregated special education schools. The findings of the study were discussed and suggestions for future research were provided. 相似文献