聋校的语文教学中,由于听障学生听力的损伤或丧失,导致听障学生在语言、思维、想象等方面的发展滞后,因此我们的教师特别强调了语文的工具性,把大量的精力用在字词句上,而忽视语文教学的整体把握,特别是缺少让听障学生体验和感悟课文的教学指导。另外,现在的聋校语文教学普通化,常常以点带面,也许健听学生能从点探究到面,但这对听障学生实际作用却不大。语文教材是以文章为基础编写的,虽然由不同的单元组合而成,但各种知识内容都包含在一篇文章中,它是集知识、思想、情感、审美等多方面教育效益于一身的综合体,这也就决定了语文教学模式必须坚持整体性原则。 Due to the impairment or loss of listening comprehension for hearing impaired students in deaf school, the development of hearing impaired students lags behind in terms of language, thinking and imagination. Therefore, our teachers especially emphasize the instrumentalities of Chinese and put a lot of energy into use In the words and expressions, while ignoring the overall grasp of Chinese teaching, especially the lack of teaching for the hearing impaired students to experience and comprehend the text. In addition, the normalization of language teaching in deaf schools nowadays often takes the form of dots. Perhaps hearing students can explore from a point to a point, but this actually has little effect on students with hearing impairments. Chinese textbooks are written based on articles. Although they are composed of different units, all kinds of knowledge contents are contained in an article. It is a collection of educational benefits in terms of knowledge, thoughts, emotions and aesthetics Complex, which also determines the language teaching model must adhere to the principle of integrity.