Wang Ye
Department of Communication Sciences and Disorders, Missouri State University, Springfield, USA.
Am Ann Deaf. 2011 Summer;156(3):239-54. doi: 10.1353/aad.2011.0031.
Deaf and hard of hearing students, who cannot successfully access and utilize information in print, experience various difficulties in conventional science instruction, which heavily relies on lectures and textbooks. The purpose of the present review is threefold. First, an overview of inquiry-based science instruction reform, including the so-ciohistorical forces behind the movement, is presented. Then, the author examines the empirical research on science education for students who are deaf or hard of hearing from the 1970s to the present and identifies and rates inquiry-based practice. After discussing the difficulty of using science texts with deaf and hard of hearing students, the author introduces a conceptual framework that integrates inquiry-based instruction and the construct of performance literacy. She suggests that this integration should enable students who are deaf or hard of hearing to access the general education curriculum.
失聪及有听力障碍的学生无法成功获取和利用印刷品中的信息，在严重依赖讲座和教科书的传统科学教学中会遇到各种困难。本综述的目的有三个方面。首先，概述基于探究的科学教学改革，包括该运动背后的社会历史力量。然后，作者考察了20世纪70年代至今针对失聪或有听力障碍学生的科学教育实证研究，并对基于探究的实践进行识别和评级。在讨论了失聪及有听力障碍学生使用科学教材的困难之后，作者引入了一个将基于探究的教学与表现素养概念相结合的概念框架。她认为这种整合应能使失聪或有听力障碍的学生进入普通教育课程。
