CAJ | 학술논문

本文介绍了日本听障儿童“9岁界限”现象的历史背景、理论基础、成因及其对我国听障儿童随班就读教育的启示。针对口语和书面语的差异问题，笔者建议帮助听障儿童掌握丰富且正确的口语，为书面语打好基础；提高听障儿童的认知能力，有针对性地加强逻辑思维训练，从而胜任以书面语为主的学校教育。
본문개소료일본은장인동“9세계한”현상적역사배경、이론기출、성인급기대아국은장인동수반취독교육적계시。침대구어화서면어적차이문제，필자건의방조은장인동장악봉부차정학적구어，위서면어타호기출；제고은장인동적인지능력，유침대성지가강라집사유훈련，종이성임이서면어위주적학교교육。
By reviewing the literature, the paper firstly introduced the background, theoretical foundation and relevant reasons of “the 9-year limit” among the Japanese children with hearing impairment. And based on the differences between the spoken language and written language, the authors proposed relevant suggestions for the hearing-impaired children learning in regular class in China. On one hand, it is of great importance to help the hearing-impaired children master abundant and correct spoken words, thus laying a solid foundation for the learning of written language. On the other hand, it is supposed to improve their cognitive abilities and strengthen the logical thinking training, so as to enable them to adapt to the regular school education.