一个合格的语文教师,特别是一个合格的聋校语文教师,不容置辩,应该是一个优秀的“语言大师”。但是,在目前的聋校语文教学中,我们发现,语文教师在对聋生所使用的语言中常常存在这样的问题:教师用大量的指令性语言指导学生的交流行为,对聋生提出的问题不是采用结构完整的句子,而是多采用简单的问句,通常还要用大量重复和同义的问题来帮助聋生理解教师所要表达的内容等。这样导致聋生很难真正理解语文教师在课堂上所说的每句话,更别说充分感受语 A qualified language teacher, especially a qualified deaf school language teacher, can not argue, should be an excellent “language master.” However, in the current Chinese teaching of deaf schools, we find that language teachers often have such problems in the language used by deaf students: teachers use a large number of instructional languages ​​to guide students’ communication behaviors and problems for deaf students Instead of using well-structured sentences, they often use simple questions and often use a large number of repetitive and synonymous questions to help deaf students understand what teachers want to express. This makes it very difficult for deaf students to really understand what language teachers say in the classroom, let alone fully understand the language