【摘要】 目前我国聋人高等教育体系中的体育教学多采取与听生混合编班授课的教学模式,本文试在随班就读的视野下对其涉及到的体态语从内涵、种类、特征以及功能等4个层面进行理论阐述.主要观点为:第一、体态语是当前高校聋生体育课所采用的主要教学手段之一,是师生间信息传达与沟通的一种重要方式;第二、依照体育课教学目标,教学中使用的体态语言可分为身势语、手势语和表情语三类;第三、体育教学体态语具有直观性、规定性、定格性、多义性和立体性等特征,同时具有替代有声语言、强化和调控教学的功能.建议教师掌握好体态语在体育教学中的运用时机;体态语要与其他教学手段结合使用;提高体态语使用的正确性.更多还原

【Abstract】 Physical education for the deaf in the higher education system takes the mode thate the deaf blend with normal students in one class.This article applies theoretical interpretive body language from the aspects of implications,classification,characteristics and functions by learning with the deaf in their class.The main views are:firstly,body language is one of the main means of teaching adopted by universities for physical education of the deaf physical deucation and an important way of communication between teachers and students;secondly,according to the physical teaching objectives,the body language used in teaching can be classified into three types:body posture,gestures,facial expressions;thirdly,the body language in physical education has qualities of intuitiveness,prescription,fixedness,ambiguity,and three dimensions.At the same time,it may function as an alternative to verbal language,improve and regulate teaching.Suggestions are:teachers should use body language at the proper time in physical teaching;body language should be used coordinately with other teaching methods;the correctness of the use of body language shuld be improved.更多还原