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Study of Educational Program Aimed at the Active Auditory Learning of Hearing-Impaired Preschool Children

学龄前听障儿童主动听觉学习的教育方案研究

基本信息

批准号：
63301043
负责人：
IMAI Hideo
金额：
$ 2.43万
依托单位：
The National Institute of Special Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Co-operative Research (A)
财政年份：
1988
资助国家：
日本
起止时间：
1988 至 1989
项目状态：
已结题

项目摘要

The 50 examples of the auditory learning activities were taken from 27 hearing-impaired children with ages ranging from 1 to 6 years old, these children's auditory behavior and the intervention guidance of the mother or the teacher toward auditory learning were recorded, these were then analyzed from the standpoint of neurology, psychology, education and audiology. Neurological Aspects: The brain function of "selective attention" to the auditory stimulus is important to develop the auditory mechanism. However because of hearing impairment, the visual perception naturally predominates that of audition. So the auditory perception has to be emphasized, to enable it to compete with the other sensory modalities. Psychological Aspects: The auditory development was shown to follow the psychological development of the child. For example, the dependency on the mother by the child is a psychological peculiar feature in one year olds, the hearing-impaired child follows the mother's model in audit … More ory behavior most strongly at this age. At two years old, the child becomes highly curious, so the child also extends his/her auditory behavior, following his/her curiosity.Also the mother's empathizing with the child's feeling and expressing it with gestures or speech is necessary to make the child's behavior active. Educational Aspects: The mother's leading and modeling using a look, gesture, speech and so on, and creative ideas in developing teaching materials-for example,playthings and games etc. are considered to stimulate and urge the active auditory learning of the child. Audiological Aspects: It is essential that the input signals are guaranteed to exceed the hearing threshold, the amplification being produced by use of a hearing aid. The mother must also make sure, she gets as near as possible to the sound source with the child, shows the sound source also whenever possible to reduce the surrounding noise so as to highlight the main sound source, this is very important to enable the child to become conscious of the sound. Less

本研究选取27名1 ~ 6岁听障儿童的50例听觉学习活动，记录这些儿童的听觉行为和母亲或教师对听觉学习的干预指导，并从神经学、心理学、教育学和听力学的角度进行分析。神经学方面：大脑对听觉刺激的“选择性注意”功能对发展听觉机制很重要。然而，由于听力障碍，视觉感知自然地主导听觉感知。因此，必须强调听觉感知，使其能够与其他感官形式竞争。心理方面：听觉的发展被证明是遵循儿童的心理发展。例如，儿童对母亲的依赖是一岁奥尔兹的一个心理特征，听障儿童在听音时遵循母亲的模式 ...更多信息在这个年龄段最强烈的行为。2岁时，孩子的好奇心变得很强，因此，孩子也会随着好奇心而扩展自己的听觉行为。此外，母亲对孩子的感受感同身受，并通过手势或言语表达出来，这对孩子的行为活跃是必要的。教育方面：母亲以眼神、手势、言语等方式的引导和示范，以及创造性地开发教材，如玩具、游戏等，都被认为是激发和促进儿童主动听觉学习的因素。听力方面：必须保证输入信号超过听力阈值，通过使用助听器产生放大。母亲还必须确保，她尽可能地接近声源，尽可能地显示声源，以减少周围的噪音，从而突出主要声源，这对于使孩子能够意识到声音非常重要。少