文献类型：期刊文献

中文题名：盲校直观教学理论的探讨

英文题名：Probe into Theory on Object Teaching in Schools for the Blind

作者：钟经华[1]

第一作者：钟经华

机构：[1]北京联合大学特殊教育学院

第一机构：北京联合大学特殊教育学院

年份：2005

期号：4

起止页码：81-86

中文期刊名：中国特殊教育

外文期刊名：Chinese Journal of Special Education

收录：CSTPCD;;北大核心:【北大核心2004】；CSSCI:【CSSCI2004_2005】；

语种：中文

中文关键词：盲校;直观教学;教学效果;教学内容;特殊教育

外文关键词：schools for the blind object teaching perception characteristics perception compensation

摘要：盲校直观教学在性质和数量上都与普通学校有很大区别。教师理解听觉、触觉、视觉和残余视力等不同感知觉的特点是盲校直观教学的基础。遵循不同感知觉各自的规律是盲校直观教学效果的保证。提供符合各种感知觉特点的感知机会,能够使其它感知觉补偿视力残疾的可能变成现实。应当特别指出的是,要打破对残余视敏度的数字迷信,不要以视觉规律主导触觉认知活动。如果恰当地开展了直观教学,盲童的发展是没有上限的。
Object teaching in schools for the blind is quite different both qualitatively and quantitatively from that of regular schools. Teachers' understanding of the characteristics of hearing, tactile, vision and remaining vision lays the base for object teaching in schools for the blind. Following the rules of different sense perceptions guarantees the effects of object teaching in these schools. Offering perceptible opportunities in accordance to the characteristics of each sense perception is likely to compensate visual disabilities by using other sense organs. The biggest potential particularly lies in tactual perception. However, tactual perception should not be dominated by visual rules. The superstitions about amount of visual accuracy should be done away with in using remaining vision. With effective object teaching appropriately carried out, blind children can be developed to their full potentials without up-limits.