1、1Investigation and Study on Attitudes and Behaviors of Deaf Students of Chinas Higher Learning SchooAbstract. According to the statistics from China Disabled Persons Federation, the number of all kinds of the disabled persons has exceeded sixty millions in China. Therefore, China is the country, whi
2、ch has the most disabled persons in the world. The undertaking for giving care and love to the disabled persons has become one of the most important indexes to measure the civilization and development of a city, an area and a country. At present, great numbers of the developed countries and areas ha
3、ve taken the physical exercises of the disabled persons as a very important factor to measure the social security plan for the disabled persons, and also have integrated them into the corresponding laws and organizational systems. At the mean time, China also attaches high importance to the undertak
4、ing for the disabled persons. For example, the compulsory education law, law on the protection of persons with disabilities and regulations on the education of the disabled were promulgated in succession. All these safeguard all kinds of rights and interests of the disabled persons. In the tenth 2fi
5、ve-year period, there were 13812 disabled students to study at general higher learning schools. It is an imperative task for a physical educational worker to select the effective sports means and methods to improve the physical health of the disabled students. Under the guidance of the modern educat
6、ion thoughts and behavioral theories, and by combining the actual work, the author makes an investigation and study on the attitudes and behaviors of the deaf students of higher learning schools towards physical education, for the purpose of better exerting the role of physical education and making
7、the personalities of these students developed in an all-round way. Key words: Attitudes towards Physical Education, Deaf Students of Higher Learning Schools, Investigation and Study 1. Situation of Deaf Students Taking Physical Educational Courses 1.1 All about Attitudes The premise for taking the p
8、hysical education courses very well lies in a positive attitude. The degree for the deaf students liking the physical education courses is shown specifically in figure 1. According to investigations, 90% of the students at higher learning schools like their physical 3educational teachers. This is su
9、fficient to prove the position and role of physical education in the minds of the students. They attach the highest importance to the physical education courses, and are eager for gaining a good feeling from these courses. 1.2 Teaching Methods That Deaf Students are willing to choose in Physical Edu
10、cation The multiple teaching methods in physical education have come into being. At the present time, the quite popular teaching method at higher learning schools is allowing the students to choose the contents and sports in the physical education courses based on their own interests. The result of
11、the investigation on the “teaching methods which the deaf students like in the physical education courses“ shows that nearly half of them chose the “based on ones own hobbies“ (see figure 2). 1.3 The Greatest Achievement That Deaf Students Believe to Gain from Physical Education Courses The result o
12、f the investigation (see figure 3) indicates that the selection rates of enhancing physical quality, having a good time, knowing well sport skills and increasing self-confidence were not so low. This suggests that the achievement which the deaf students gain from the physical education 4courses is i
13、n an all-round way. By comparison, more deaf students attach higher importance to the enhancement of physical qualities. 1.4 Situation of Sport Grounds provided by Schools The investigation on the sports grounds which are provided by schools was conducted. The result is specifically shown in the tab
14、le 1. From the above table, it can be known that the owing rate of basketball is the highest and reaches 57.3%, and is followed by the owing rates of track field and badminton court (37.3% and 37.0% respectively); the owing rate of swimming pool is the lowest and is only 10.7%. Also, an investigatio
15、n was implemented on the satisfaction degree of the deaf students on the sports grounds, trying to evaluate the value of the sports grounds from the subjective perspective. The detailed result is displayed in the following table 2. The deaf students who are satisfactory with the sports grounds take
16、up 7%; those who are relatively satisfactory take up 40%; those, who think the sports grounds just so so, take up 45%; only a few of students choose the “Dissatisfactory“ and “Quite Dissatisfactory“. Therefore, it can be learnt that the 5deaf students are generally satisfactory with the sports groun
17、ds provided by schools, and their needs on physical exercise can be fulfilled fundamentally. 2. Situation of Deaf Students Taking Sports Activities The situation of the deaf students at higher learning schools taking extracurricular sports activities greatly plays a decisive role in their attitudes
18、and behaviors towards physical education. 2.1 Sports Items Deaf Students Frequently Participate in Sports items or sports activities are highly important aspects of the evaluation on the extracurricular activities. From the perspective of the sports items the deaf students take during the extracurri
19、cular time, it can be known that the first three sports items that the male students participate in frequently are basketball (32%), football (16%) and body-building activities (11%), and take up 59% in total; the first three sports items that the female student always take are aerobics dancing (33%
20、), Pingpong and badminton (13%) and middle-distance race (11%), and take up 57% in total. These can suggest that the stabilities of the interests of both male and female students in physical education are highly concentrated, while the stability of the female students is higher than that 6of male st
21、udents. 2.2 Time Duration and Frequency of Deaf Students Taking Sports Activities Through an investigation, the time duration of the deaf students taking the sports activities is shown in the table 3. From the table 3, it can be known that the time duration of the deaf students (40%) participating i
22、n the sports activities is mainly between 60-90 minutes, and is followed by 30-60 minutes (24% of students choose this). The proportion of the deaf student choosing 60-90 minutes and 30-60 minutes is 60% in total. Therefore, it can be seen that the exercise time of a majority of the deaf students ca
23、n be ensured, and meets the requirement on the sports activities. The frequency of the deaf students participating in the sports activities can be seen in table 4. The number of the deaf students who choose the “Irregular“ is the most and takes up 25%; the number of those who choose the “Once a week
24、“ ranks second and takes up 23%; and the number of those who choose the “Twice a week“ and “Three times a week“ respectively takes up 21%. Those who choose the “Everyday“ and “Once a month“ respectively are few. Therefore, it can be seen that the frequency of the deaf students taking the sports 7act
25、ivities tends to take a week as cycle, and a majority of them can keep physical exercise once a week at least. 2.3 Motivation of Deaf Students to Participate in Sports Activities Motivation is the premise of the actions. The motivation of people to participate in the sports activities is decided by
26、their own needs. The result of the investigation on the motivation of the deaf students to participate in the sports activities is shown in the following table 5. 3. Conclusion and Suggestion First, great numbers of higher learning schools have established a course selection system for physical educ
27、ation at the present time. However, the course selection scope, method and content are still necessary to be improved. Therefore, it is highly necessary to improve the physical education course selection system further, for the purpose of allowing the deaf students to select the physical education c
28、ourse contents and methods based on their own interests and hobbies. Second, there is a great difference between male and female deaf students in the motivation of participating in sports activities and the interest in sport items. Therefore, it is suggested that male and female deaf students are di
29、vided into 8two groups to have classes in most cases. Third, among the factors to keep the deaf students from participating in the sports activities, the most important one is having no time. However, the heavy burden of course learning mainly causes no time to take exercises. Therefore, it is neces
30、sary to make further researches on the daily study and life of the deaf students, and hence their time at and after classes can be allocated reasonably. Fourth, it is necessary to improve the sports grounds and facilities of higher learning schools. Based on the weak facilities, higher learning scho
31、ols are necessary to increase investments on the construction of sports grounds and facilities. Currently, the utilization rate of the existing sports grounds is also necessary to be increased further, meeting the requirement of the deaf students on participation in sports activities. Finally, accor
32、ding to the investigation result that the deaf students are willing to take exercises with others, it is suggested that sports clubs or sports associations should be established for the disabled students at general higher learning schools, so as to organize the disabled persons to develop all kinds
33、of sports activities and games. This is 9helpful not merely for the conversion of the attitudes and behaviors of the disabled towards physical education and also for their mental health. References 1 Zhang Minjie. Research on Chinas Vulnerable Groups M. Changchun: Changchun Publishing House, 2003. 2
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35、ed Students of Colleges J. Higher Education Forum, 2003，(3). 5 Zhang Qi. Investigation and Analysis on Offering Health Care and Physical Educational Courses for the Disabled Students J. Journal of Physical Education, 1997, (1). 6 Dong Liang, et al. How to Develop Physical Education for Disabled Stud
36、ents J. Journal of Changchun University, 2003,13. 7 Hao Chuanping. Discussion on Physical Education for Disabled Students J. Chinese Journal of Special Education, 2000, (3). 108 Sun Biao, et al. The Feasibility for Higher Learning Schools to Develop Physical Education for the Disabled J. Chinese Jou
37、rnal of Clinical Rehabilitation, 2003, (7). 9 Zhuang Maohua. Analysis of Psychological Health of Sport Taken By the Disabled J. Journal of Harbin Institute of Physical Education, 2004（4）. 10 Li Xuewu. Investigation and Analysis on Characteristics of Physical exercise behaviors of Students at Jiangxi Colleges and Universities J. Education and Vocation, 2007, (2).
