Research On The Status Quo Of Deaf School Teachers' Identification With Deaf Culture

In 2018,our country began to implement "National General Used Sign Language Glossary",which indicates that natural sign language has been further recognized.This also represents a great step forward for Chinese scholars in studying deaf culture and recognizing its existence.Culture is linked to education closely.Culture is an essential part of education,and education is an important means to spread culture.Teachers are the main part of implementing education and teachers at school for the deaf are the organizers of deaf students educational activities.Hearing teachers are the main part of staff of the school for deaf,whether they identify to deaf culture has a profoundly impact on the current situation and future development of deaf education,and more directly affects each deaf student.Referring to the existing questionnaires,this study compiles a questionnaire on the teachers' identity to deaf culture to understand the current situation of teachers' identity to deaf culture at schools for the deaf in the mainland of China and analyzes the main reasons.On this basis,this study puts forward feasible suggestions for teacher training and instructing in deaf schools.The results show that: teachers at school for the deaf have a low level of overall recognition of deaf culture.Among them,the level of artistic identity of the representative deaf people is relatively high;the second place is the identity of the deaf society as a whole;the third place is the individual identity of the deaf people in the social communication;and the lowest level is the identification of sign language.At the same time,this study finds that middle-aged teachers have the lowest recognition of deaf culture;colleges and universities lack of educational guidance for students majoring in special education;the proportion of deaf teachers in deaf schools is relatively small;whether there are deaf people in the teachers' family has no effect on the identity of the deaf culture;the cultural attribution of deaf teachers is still deaf culture.Research conclusions:1.The overall recognition level of teachers at school for the deaf to deaf culture needs to be improved;2.Sign language linguistics status and role in deaf education has not been generally recognized;3.Multicultural construction in deaf schools is still a long way to go.Suggestion: more training related to deafness and deaf culture should be strengthened for teachers at school for the deaf to promote teachers' cultural awareness;oral-only concepts should be adjusted in the teaching to improve the effectiveness of communication between hearing teachers and students;the staff of deaf schools can create a cooperative teaching team by absorbing excellent deaf teacher;setting up deaf culture-related courses in deaf schools;constructing bilingual dual-cultural campus environment.