Picture books are deeply loved by hearing-impaired children with vivid pictures, interesting stories and concise language. Reading picture books is not only conducive to the development of hearing-impaired children's logical thinking, artistic aesthetics and creativity, but also enjoyable and informative.
According to the speech characteristics and physical and mental development law of hearing-impaired children aged 3-6, taking speech stimulation as the main line and taking into account the goal of all-round development of hearing-impaired children, the original picture book is designed and developed from the perspectives of listening training, vocabulary accumulation and situational awareness.
The series of picture books on speech rehabilitation for hearing-impaired children are divided into three parts: upper, middle and lower, with a total volume of 10. 10 The story focuses on cultivating children's self-awareness, accepting shortcomings, loving nature, being friendly and generous, not shy, not picky about food, building self-confidence, controlling emotions, paying attention to hygiene, and respecting the elderly and loving the young. The title of picture books is mainly onomatopoeic words, and repeated sentences and fixed sentences are used many times to help hearing-impaired children carry out language training, improve their language expression ability and finally promote speech rehabilitation.
Speech rehabilitation series picture books for hearing-impaired children
I. Listening Training (Part One)
Create a good listening environment, repeat and emphasize the key words in sentences, and help hearing-impaired children distinguish and recognize their own voices.
Book one
"ah! Me, it's me! 》
Teach hearing-impaired children to accept themselves and improve their cognition of "self".
Summary of this volume: A small stone separated from its companion embarked on a journey of searching alone. In the dark, it found the light and came to the stone village. It turns out that all its companions are here. I'm so happy! It decided to stay. One day, a little girl put it in a cactus basin and took it home. Hi! I am me, I am the small stone in the flowerpot!
Second book
"ah! What's that noise? 》
Through the vocabulary of onomatopoeic words of common sounds in life, hearing-impaired children can improve their ability to feel, distinguish, recognize and understand sounds, and help them build up their self-confidence and accept themselves.
Summary of this book: Kittens like to collect sounds with bottles. "Whoa whoa whoa", "Rinrin Bell", "Brush" and "Hahahaha" ... One day, the little rabbit who lost an ear came to the kitten sadly. It said that it could not hear or hear clearly. The kitten listened to the sounds collected by the rabbit. Little rabbit is very happy. Every day when she goes out, she takes a voice bottle to mend her missing ear.
Book three
"wow! Xiaoyu, are you there? 》
Waiting for the rain with small rain boots as clues to help hearing-impaired children learn to express weather conditions; By repeating words such as "flower flower", the hearing perception ability of hearing-impaired children can be improved.
Summary of this book: I have a pair of red rain boots, and my mother says I can wear them when I go out. I waited for a day, two days and three days, but the flowers didn't come. I really can't wait. Suddenly, there was a flash in the sky and a loud noise, and it began to rain outside. Yes, I am looking forward to it! I put on red rain boots and played happily in the rain with an umbrella.
Book four
"ah! Interesting sports meeting! 》
Know animal names, learn all kinds of animal onomatopoeia vocabulary, and train hearing-impaired children.
Summary of this volume: Fenger's grandmother lives in the northern countryside, and it will snow heavily in winter. Just after the winter vacation, the wind can't wait to go to grandma's house to play. Just entering the village, kittens, dogs, chickens and ducklings ... grandma's little animals came out to meet him. Xiaohua Mall proposed to hold a sports meeting to see whose footprints can draw the most beautiful picture! The little animals had a good time in the snow, and everyone's footprints combined into a beautiful picture.
Second, the vocabulary accumulation (in)
Help hearing-impaired children learn and train common vocabulary such as color, food and musical instruments.
Book five
"ah! Why is my face red? 》
Know the color of red and the physiological phenomenon of blushing.
The book concludes: Why does my face turn red when I answer questions? Why does my face turn red when you mess up grandma's wool? Why does everyone congratulate me on winning the gold medal in running when my face turns red? Why did my aunt turn red when she handed me a delicious cake? Why does my face turn red when I give the cake to my brother? Wait, my brother's face is red, too. It turns out that not only me, but also my mother, father, grandfather, grandmother, uncle, aunt … everyone will blush!
Book six
"wow! How delicious! 》
Through the cognition of food vocabulary, help hearing-impaired children develop healthy eating habits.
Summary of this book: The little boy only likes meat, not vegetables. My mother was very upset, so she tried her best to make vegetables into various shapes, some of which were made into plates alone, and some were decorated on meat dishes, and they looked different every day. The little boy is eating happily. He can't tell the difference between vegetables and meat. It's delicious!
Book seven
"Du! Sing together! 》
Understand the vocabulary of conventional musical instruments, help hearing-impaired children build their self-confidence, and provide context for hearing-impaired children to rap actively.
Summary of this book: Kindergarten students will learn all kinds of musical instruments, some can play drums, some can play the violin, some can play the flute … but I know nothing about it. There was a concert in the class, and the teacher asked me to play a song. I remembered my special instrument. Clear your throat and open your mouth. I can play the cheerful calls of birds, and I can simulate the roar of cars and the sound of horses flying by. The children applauded me and sang and danced to the rhythm.
Three. Context Perception (Ⅱ)
Taking the familiar life scenes and characters of hearing-impaired children as the topic, language input and scene presupposition are carried out to stimulate hearing-impaired children to communicate and interact in the context, thus promoting language development.
Volume VIII
"Hum! I really don't want to be angry! 》
With the emotional management of hearing-impaired children as the goal, we should create a language communication environment and enhance the interactive communication of hearing-impaired children.
Summary of the book: I was angry when the child hit me on the head with a ball. I also hit him with a ball. Oh, the ball flew, hit a passing truck, had an accident, hit the sky, broke the plane, and finally hit me hard on the head. The consequences of being angry are really serious. I'm not angry anymore.
The ninth book
"ah! Cold, don't come to me! 》
Cultivate good health habits and living habits, and provide a good situation for hearing-impaired children to communicate actively through the creation of learning and living situations in kindergartens.
Summary of this book: Kindergarten children are curious about Gan Mao Jun. Where is it? In your mouth? In the ball? In the shoes? The action of opening the window after kicking the ball once attracted Mr. Leng. My nose is sour and my eyes are still crying. It "purified" our class. The doctor came, drove Gan Mao away, and taught us about prevention. Cold, don't come again!
The tenth book
"shout! Snoring happily! 》
By collecting grandpa's snoring, we can show our respect for grandpa and help hearing-impaired children develop a good habit of respecting the old and loving the young. Stimulate the language communication and interaction of hearing-impaired children by describing the stories of people around them.
Summary of this book: My grandfather is a grandfather who can snore especially. But grandma said, my grandfather is an ordinary and great grandfather, he will buy toys for children, he will help cleaners clean the road, he will help people move things … He is an artist, his career is glorious, and he is a grandfather who collects waste products. After listening to grandma, I think grandpa's snoring is really wonderful!
The series of picture books for speech rehabilitation of hearing-impaired children is funded by the Youth Fund for Humanities and Social Sciences Research of the Ministry of Education, and the project name is "Research on the Design of Picture Books Based on Speech Rehabilitation of Hearing-impaired Children".
Brief introduction of the author
Wang Yu, female, Ph.D. candidate, animation teacher of special education college of Changchun University, graduated from Fine Arts College of Northeast Normal University with bachelor's degree and master's degree. His main research interests are animation art and picture book design for disabled children. He presided over the project of the Ministry of Education "Research on Picture Book Design Based on Speech Rehabilitation of Hearing-impaired Children", participated in five national and provincial projects, compiled a textbook 1 book, and published many papers in the journals of Film Literature, Journal of Changchun University and Modern Special Education. His works have won many awards at home and abroad. Dream, it's time to wake up was selected in the first China Illustration Exhibition hosted by China Artists Association, and Honesty and Self-discipline from the Heart won the first prize in the Integrity Art Competition hosted by Jilin Provincial Education Department, and House was selected in the "Overcoming the Epidemic" art exhibition hosted by Jilin Artists Association.