A Study on Deep Learning Ability Development among Students with Hearing Impairment in the Context of Inclusive Education

CHEN Hui-xing; SHEN Yu; LIN Jing-ru; QIU Miao-rong

doi:10.3969/j.issn.1672-4933.2026.01.018

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A Study on Deep Learning Ability Development among Students with Hearing Impairment in the Context of Inclusive Education

Rehabilitation Education | 更新时间：2026-07-30

- A Study on Deep Learning Ability Development among Students with Hearing Impairment in the Context of Inclusive Education
- Chinese Scientific Journal of Hearing and Speech Rehabilitation Vol. 24, Issue 1, Pages: 87-91(2026)
- 作者机构：
  
  广州市启聪学校（广州实验教育集团花城实验学校）广州 510080
- 作者简介：
- 基金信息：
- DOI：10.3969/j.issn.1672-4933.2026.01.018
  CLC： R494
- Received：23 June 2025，
  
  Online First：09 January 2026，
  
  Published：15 January 2026
- 稿件说明：
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陈慧星,沈玉,林静如等.融合教育背景下听障学生深度学习能力发展探究[J].中国听力语言康复科学杂志,2026,24(01):87-91.

CHEN Hui-xing,SHEN Yu,LIN Jing-ru,et al.A Study on Deep Learning Ability Development among Students with Hearing Impairment in the Context of Inclusive Education[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(01):87-91.
陈慧星,沈玉,林静如等.融合教育背景下听障学生深度学习能力发展探究[J].中国听力语言康复科学杂志,2026,24(01):87-91. DOI： 10.3969/j.issn.1672-4933.2026.01.018.

CHEN Hui-xing,SHEN Yu,LIN Jing-ru,et al.A Study on Deep Learning Ability Development among Students with Hearing Impairment in the Context of Inclusive Education[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(01):87-91. DOI： 10.3969/j.issn.1672-4933.2026.01.018.

摘要

目的

探究听障学生深度学习能力在融合教育课堂学习活动中的发展水平及特征。

方法

根据听障学生在融合教育课堂任务群中的表现，使用可观察的学习成果结构（structure of the observed learning outcome，SOLO）理论评价其深度学习能力在语文、数学课堂学习中的发展水平及特征。

结果

听障学生在基础性、具象化任务上普遍能达到单点或多点结构水平，表现相对稳定。在高阶抽象思维任务上明显受限且个体差异显著。其深度学习能力呈现层次性与差异性、渐进性与突破性和多模态学习依赖性特征。

结论

在融合教育课堂教学中，应基于听障学生不同学科的学习需求和认知特点，为其提供包括视觉支持策略在内的多模态迁移支持，帮助其突破高阶学习任务，促进高阶思维的持续发展。

Abstract

Objective

To explore the development level and characteristics of deep learning ability of students with hearing impairments in learning activities of inclusive education classes.

Methods

Based on the performance of students with hearing impairments in the task clusters of inclusive classrooms

the structure of the observed learning outcome(SOLO) taxonomy was used to evaluate their deep learning ability in Chinese and math learning activities.

Results

In inclusive education classrooms

students with hearing impairments generally reached the unistructural or multistructural levels in foundational and concrete tasks

showing relative stability. However

they were significantly restricted in advanced abstract thinking tasks with remarkable individual differences. Their deep learning ability showed characteristics of hierarchy and individuality

progression and breakthrough

and multi-modal learning dependency.

Conclusion

In inclusive education teaching

it is necessary to provide multi-modal transfer support

including visual-support strategies

based on the learning needs and cognitive features of students with hearing impairments in different subjects. This will help them overcome advanced learning tasks and promote the continuous development of higher-order thinking.

关键词

Keywords

references

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