中国特殊教育学校的外语课程设置考察——从国家课程规划到学校课程实践

A survey of foreign language curriculum in schools of special education in China: Investigating national curriculum plans and curriculum practice in schools

特殊教育学校的外语教育研究在我国外语教育和特殊教育两个领域均十分鲜见。本文采用文献研究法，以国家课程文件、相关报道与研究文献为数据，分别对视障、听障和智障三类特殊教育学校的外语课程设置进行考察。研究结果表明，在发展历程和学段分布上，国家特殊教育外语课程规划明显滞后于这三类学校外语课程实践，但这三类学校外语课程设置存在显著差异。当前，特殊教育学校外语教育面临国家课程规划与学校课程实践之间在学段教育课程规划上存在不协同现象，外语课程的有效设置尚缺乏专门的外语课程标准制定和外语教材编写来予以支撑，外语课程有待在更多的特殊教育学校加以设置与实验研究等问题。

The study of foreign language education in schools of special education is a gap to be filled in both foreign language education and special education research in China. So, this paper, by exploiting literature research method based on the data from national curriculum documents, relevant reports and research literature, examines foreign language curriculum over time in schools of special education for visually-handicapped, hearing-impaired and mental-retarded students in China, and the results indicate that foreign language curriculum practice in the schools has gone ahead of national curriculum plans in terms of developmental history and schooling phases, and differences exist between the three types of school. At present, foreign language education in schools of special education in China is facing the following problems: the inconsistency between national curriculum plans and curriculum practice in schools in terms of schooling phases, the lack of foreign language curriculum standards and textbooks specifically designed for schools of special education, and the need of more schools of special education with foreign language curriculum practice and experimental studies of the curriculum.