Qingdao Area Schools For The Deaf Language Literacy Teaching Survey

In the history of deaf education, the argument between sign language and spoken language about deaf school language teaching has been continued 100 years to this day. But mastery of written language for deaf still has not been resolved (settled). On Chinese language teaching in the deaf school, if teachers want to make deaf students master and make use of written language better, they should take the strongpoint of variety teaching methods and carry out the deaf language literacy teaching skillfully. It is significant to deaf students to grasp Chinese characters to understand the Chinese culture better, and use written language to communicate with people to adapt to society better, that discuss teaching method of Chinese literacy in deaf school, from the perspective of Chinese culture to solve the problem of deaf students literacy.The study has been done mainly through the way of investigating questioning, assisted with the ways such as visiting, inquiry, consulting references and so on. Research is targeted at Qingdao centre of deaf school and Laoshan District, Jiaozhou City, Jiaonan City, Jimo City, Laixi City, Pingdu City Special Education Center, a total of seven schools. Through the questionnaire, the author has come to the following conclusions:1. In deaf school, teachers didn't pay enough attention to the teaching of literacy. They are devoted to studying spoken language and sign language teaching methods, while ignoring the teaching of literacy research, which causes low quality of literacy teaching in deaf schools.2. On Chinese literacy teaching, most of the teachers accepted characters as a simple signal, few noticed the characteristics of Chinese culture and the impact on literacy of the deaf students. Teachers paid little attention to deaf students'emotions, and didn't educate them about culture and knowledge.3. In deaf school, Chinese literacy teaching has not combined the Chinese construction laws with deaf awareness laws effectively. So it cannot satisfy the needs of reading and writing, as well as practicalities and future development, to the deaf students.4.In deaf school, it is not conducive to literacy teaching reform and improvement of the quality of teaching literacy that some Chinese teachers has not understood the methods of literacy teaching thoroughly, but relied on previous experience of teaching.5. In deaf school, it does not make for the improvement of literacy teaching efficiency that Chinese teachers do not review, summarize, analyze and evaluate the experience of literacy teaching regularly, and cannot realize the weaknesses and inadequacies of the teaching timely as well.Such results have been discussed in this thesis. Suggestions are proposed based on present situation of literacy teaching and the causes in deaf school. The suggestions are as follows:First of all, change concepts, pay more attention to literacy teaching of deaf school; Secondly, raise awareness, explore the law of Deaf Literacy; Thirdly, into the traditional, excavate Chinese cultural implication; The last but not least, integrate resources, stimulate students interests in Deaf literacy.