CAJ | 학술논문

智障教育课堂教学中，指导语作为师生信息交换的中介，对于课堂教学的有效实施起着桥梁的作用。智障教育课堂实践中，对于如何恰当使用指导语存在着三个误区“：不清晰“”无指向”和“不存在”。要消除指导语使用的误区，需要明晰智障教育学校指导语的四种功能，即导向功能、反馈功能、强化功能和调节功能；正确把握指导语运用的四个原则：稳定性原则、准确性原则、简洁性原则和差异性原则；提高指导语运用的水平需要教师准确把握课程，细致了解学生，并建立反思习惯。
지장교육과당교학중，지도어작위사생신식교환적중개，대우과당교학적유효실시기착교량적작용。지장교육과당실천중，대우여하흡당사용지도어존재착삼개오구“：불청석“”무지향”화“불존재”。요소제지도어사용적오구，수요명석지장교육학교지도어적사충공능，즉도향공능、반궤공능、강화공능화조절공능；정학파악지도어운용적사개원칙：은정성원칙、준학성원칙、간길성원칙화차이성원칙；제고지도어운용적수평수요교사준학파악과정，세치료해학생，병건립반사습관。
In the classroom teaching for mentally retarded children, instructions, as the medium for information interchange between teachers and students, play the role of a bridge. In the classroom practice of education for the mentally-retarded, there are three misunderstandings about how to employ instructions properly, namely,“unclearness”,“pointlessness”and“nonexistence”. To clear up the misunderstandings in the use of instructions, four functions of instructions in schools for mentally retarded children should be made clear, namely, orientation, feedback, reinforcement and adjustment; four principles of the use of instructions should be stuck to, that is, stability, accuracy, conciseness and discrepancy;the improvement of the application of the instructions needs the teacher’s knowing well of the curricula, detailed understanding of students and forming the habit of introspection.