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   听力障碍学生 在 成人教育与特殊教育 分类中 的翻译结果: 查询用时:1.255秒
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听力障碍学生    
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  hearing impaired student
    Hearing Impaired Student's Peer Relationship and Its Affective Factors in Junior High School
    初中听力障碍学生同伴关系及其影响因素研究
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  child with hearing impairment
He provides insightful guidance for parents and families as they journey together through their adjustment to raising a child with hearing impairment.
      
  child with hearing impairment
He provides insightful guidance for parents and families as they journey together through their adjustment to raising a child with hearing impairment.
      
  hearing impaired students
Osborne (1969) presented adolescent hearing impaired students with five minutes of free- time contingent upon remaining seated for 15 minutes in the classroom.
      
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By research of Art vocational Education of Deaf Pupils,it was explored how to carry out vocational education combined with quality and livelihood education,and develop their abilities of being adaptive to the socialist market economy,as personnel with many skills,and ready for job and study in higher school.

通过“对听力障碍学生实施美术职业教育”的实验研究,探讨如何对他们进行素质教育与生计教育相结合的职业教育模式,培养他们适应社会主义市场经济需求,成为具有良好职业道德和多技能的实用人才,为准备就业和升学打下良好的基础。

An experiment was designed to explore the reasoning thought differences between deaf and normal children, with adoption of figures and numbers. The results showed: (a) no differences between deaf and normal children in inborn intelligence and internal potential; (b) deaf children’s comprehensive abilities in mathematics less than that of the normal; (c) much more individual differences existing in the formation of deaf children’s mathematical ability; (d) more shapeable in the formation of deaf children’s mathematics...

An experiment was designed to explore the reasoning thought differences between deaf and normal children, with adoption of figures and numbers. The results showed: (a) no differences between deaf and normal children in inborn intelligence and internal potential; (b) deaf children’s comprehensive abilities in mathematics less than that of the normal; (c) much more individual differences existing in the formation of deaf children’s mathematical ability; (d) more shapeable in the formation of deaf children’s mathematics ability.

本研究采用完全摒弃语言因素的图形数字为实验材料 ,研究听力障碍学生和听力健全学生推理思维的差异。结果表明 :听力障碍学生和听力健全学生的先天智力和后天潜能相差不大 ;听力障碍学生的数学综合能力不及听力健全学生 ;听力障碍学生数学能力的形成存在较大的个体差异 ;听力障碍学生的数学能力具有可塑性。

This paper describes my personal experience in helping study English a hearing-impaired student who isintegrated into a school of normal hearing students. Here I present my insight into the mind of the student from astandpoint of hearing impairment. In addition, this paper shares with readers my deep understanding of how the studentcopes with her daily life at school as a hearing-impaired student."

顾彬彬是一个有听力障碍的学生,来我校随班就读后,在语言学习上遇到很大困难,尤其是在英语的听、说方面 。为此她感到很自卑,影响了她的自信心和学习。我发现这些后,帮助她分析原因,制定方案。通过关心爱护、语言鼓励、学法指导、同学互助等方法,希望帮助她逐步提高学习成绩,重新树立自信心,使她的身心能够健康发展,顺利进行随班就读。

 
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