AN EXPERIMENTAL EDUCATIONAL STUDY FOR THE IMPROVEMENT OF JAPANESE GRAMMAR AND SCHOLASTIC ABILITY IN HEARING-IMPAIRED CHILDREN LEARNING IN SPECIAL CLASS OB THE ORDINARY SCHOOL.

1.我们尝试进行句法功能诊断测试，旨在揭示SENTENCECE2不同功能的发展水平。通过对测验结果的分析，发现正常小学一年级儿童已经完成了句子生成任务，第四年级儿童最终可以完成句子合成任务。但没有听力受损的CHLDRE能够完成这项测试，不能理解各种连接。他们不能逻辑地产生句子，并错误地理解了A上下文。听广度测验结果显示，重度听障儿童不能成功，工作记忆水平处于PRESCHOOLERS水平。阅读广度测试的结果表明，重度听障儿童在数字记忆广度任务上不能成功，但在阅读广度测试(工作记忆)上与正常儿童没有差异。在详细分析了重度听障儿童的个案研究后，认为汉字听写和数字计算立方体很容易被执行，尤其是日语句子和算术的逻辑关系的理解不能解决，ABSTRUCT思维也很难解决。

1. WE ATTEMPTED TO MAKE A TEST TO DIAGNOSE SYNTACTIC FUNCTIONS, WHICH AMED TO REVEAL DEVELOPMENTAL LEVELS OF THE VARIOUSE CNJUNCTION FUNCTIONS OF SENTENCE.2. THE RESULTS OF ANALYSIS OF THE TEST, IT WAS FOUND THAT NORMAL 1ST GRADE CHILDREN OF ELEMENTARY SCHOOL ALREADY ACHIEVED THE TASK OF SENTENCE PRODUCT, AND 4TH FINALY COULD ACHIEVE THE TASK OF SENTENCE COMPREHENSION.3. BUT THERE WERE NOT THE HEARING -IMPAIRED CHLDRE WHO COULD ACHIEVE THIS TEST AND COULD NOT UNDERSTAND VARIOUS CONJUNCTIONS.THEY COULD NOT PRODUCT SENTENCES LOGICALLY AND MISTOOK A CONTEXT REMARKABLY.4. THE RESULT OF LISTENNING-SPAN-TEST SHAWED THAT SEVERLY HEARING-IMPAIRED CHILDREN COULD NOT SUCCES, AND THE LEVEL OF WORKING MEMORY WAS IN THAT OF PRESCHOOLERS.5. THE RESULT OF READING-SPAN-TEST SHAWED THAT SEVERLY HEARING-IMPAIRED CHILDREN COULD NOT SUCCESS IN THE TASK OF DIGIT MEMORY SPAN, BUT THERE WAS NOT A DIFFERENCE WITH NORMAL CHILDREN IN READING-SPAN-TEST(WORKING MEMORY)6. AFTER ANALYZING THE CASE STUDY OF SEVERLY HEARING-IMPAIRED CHILD IN DETAIL, IT WAS SHAWED THAT DICTATION OF KANJI AND NUMERICAL CALCULATION CUOLD BE EASILY EXECCUTED.THE UNDERSTANDING OF THE LOGICAL RELATION OF THE SENTENCES OF JAPANESE AND THE ARITHMETIC COULD NOT BE SOLVED ESPECIALLY AND ABSTRUCT THINKING ALSO.