Using interactive online platforms to teach Chinese to people with hearing impairments
The problem of the availability of educational resources for people with hearing problems in Russia is very urgent today. In particular, there is a huge shortage of resources for teaching foreign languages to the Deaf. In our country, there is a practice of teaching English to students with hearing problems in general education schools and some universities. But purposeful, adapted to the characteristics of deaf and hard of hearing people teaching other foreign languages is almost never practiced. It is also possible to note the insufficient number of studies devoted to this topic, the small number of teaching methods and the lack of educational centers specializing in the provision of services for teaching foreign languages to the deaf and hard of hearing. There is a stereotype that deaf people are unable to successfully master foreign languages. The author of the article fundamentally disagrees with this idea. The author is convinced that deaf people, with the right approach to teaching, can master a foreign language at the same level as people without hearing problems. In this case, we are talking not only about English, but also about other languages. This work will focus on teaching deaf students of Chinese as a foreign language in the form of interactive lessons. The article will substantiate the choice of just such a training format, highlight the important, in the author's opinion, features of the perception of information by deaf people, and also describe four principles according to which the author proposes to compose interactive lessons. In the course of the study, methods such as analysis, synthesis, comparison, experiment were used.
今天,在俄罗斯有听力障碍者的教育资源可利用性问题非常迫切。特别是,向聋人教授外语的资源严重短缺。在我国,有一种在普通教育学校和一些大学中为有听力障碍的学生教授英语的做法。但是,有目的的,适应聋的特征和听不懂别人教其他外语的人几乎从来没有练习过。也有可能注意到,针对该主题的研究数量不足,教学方法数量少以及缺乏专门为聋哑人和听力障碍者提供外语教学服务的教育中心。有一个成见,聋人无法成功掌握外语。本文的作者从根本上不同意这个想法。作者坚信,聋哑人使用正确的教学方法,可以熟练掌握与没有听力障碍的人一样的外语。在这种情况下,我们不仅在谈论英语,而且在谈论其他语言。这项工作将以互动课程的形式,重点教育聋人汉语作为外语。本文将证实这种培训形式的选择,在作者看来,突出聋人对信息的感知的重要特征,并描述作者提出的构成互动课程的四个原则。在研究过程中,采用了分析,合成,比较,实验等方法。