一、聋哑学生语言表达能力的现状聋哑学生由于从小双耳失聪,听力部分或全部丧失,语言表达能力差。学生九年义务教育完成后,只有小部分学生能用通顺的语句,有条理、有中心、有重点地叙述一件事,大部分聋哑学生的作文,大多是只有特殊教育学校教师才能读懂的“天书”。课堂上,大部分学生不能用完整、通顺的语句回答教师的提问,不能有条理地分析、解答问题。语言障碍制约着学生素质的提高、教学质量的提升。作为一名特殊 First, the deaf students status quo of language skills Deaf students due to childhood hearing loss, hearing loss, in part or in whole, poor language skills. After the completion of nine-year compulsory education, only a small part of the students can use the fluent sentences, organized, focused and focused on one thing. Most of the compositions of deaf-mute students can only be understood by teachers of special education schools “Bible ”. In class, most students can not answer the teacher’s questions completely and smoothly, and can not systematically analyze and answer the questions. Language barriers restrict the improvement of the quality of students and the improvement of teaching quality. As a special