A comparative study on the classification ability of 5-6 years old children and normal children
|School||Nanjing Normal University|
|Keywords||5-6year old of deaf child classified ability comparative study|
The deaf education practice’s development needs takes its theory support and the scientific basis by the deaf child’s cognition and the language development research results. The modern education idea starts to the deaf child’s understanding by the pathology to transform to the pedagogy, the sign language is playing the crucial role in the deaf child’s language and the cognition development, the deaf child has with the normal child’s same thought development phase and the language study congenital biology foundation, but classifies ability is also in the thought development research important component. Therefore, discusses the deaf child’s classified ability is studies the deaf child’s thought development and the deaf education practice urgent need. The predecessor classifies ability the research mainly concentrates after the school age the deaf child to the deaf child, its conclusion thought that the age, the language and the education condition affected the deaf child to classify ability the development. Will this research’s object of study mainly be the school age previous5-6year-old deaf child, whether there is the matter of concern lies in the deaf child and the normal child the difference and the day after tomorrow educates the environment in the classified ability performance and the classified standard (sign language and spoken language study) classifies the duty study to the deaf child the influence.This research studies in the predecessor in the foundation, uses the quantification research technique, is tried to carry on the classification according to the target array classification way to the picture in kind, through two classified duty experiment before5-6year old of school age the deaf child and the normal child in the classified duty first responded that the performance, the picture operation item on performance in kind carried on the comparison, the experimental result had indicated:First, the spoken language deaf child and the sign language deaf child in the genus, the similarity, the phonetic feature and the thematic relation the response difference are not remarkable, namely the day after tomorrow different education environment has not had the remarkable influence to the deaf child’s classified ability development; Second, the spoken language deaf child and the normal child in the genus, the similarity, the phonetic feature and the thematic relation the response difference are remarkable, but the sign language deaf child and the normal child in the similarity, the phonetic feature and the thematic relation the response difference are remarkable, the difference is not remarkable in the genus, explains and the normal child compares, the deaf child lives the scene in the classification and the experience affects in a big way, the spoken language study training enhanced the deaf child sensitivity to Chinese pronunciation. Third, the intuition classification strategy in5,6year-old child displays prominently, consciousness similarity is5-6year-old child classifies main and the priority selection standard,5-6year old of normal child and the deaf child compare favor in depend on the similarity to carry on the classification to the thing; Fourth, the child classifies in the duty not to have the sex difference, along with the age growth, the child reduces gradually according to the similar classification.To the characteristics for the development of the classification ability of5-6year-old deaf, the conclusions of the study of the test on the recommendations of the deaf education practices are mainly:First, pay attention to the deaf according to the similarity classification of the fact that in deaf education, sign language and verbal learning and try;the second is the rehabilitation of early language training should pay attention to the value of the action of language development; three different classification should be adjusted accordingly in the education and teaching; the development of deaf children’s understanding from the pathology change to the education; five is to createverbal communication environment, and promote the cognitive development of deaf children.