随着新课改的实行，素质教育的不断推进，特殊教育在课程理念、课程内容、培养目标等方面正发生的深刻变化。作为特殊教育对象的聋生，由于受听觉障碍的影响，缺少语言习得环境，对事物的感知不全面，不完整。在语言、思维、想象、审美等方面的发展提高相对缓慢，往往会出现一系列的障碍。面对这样的学生，聋校高中美术教学不是比普通教学的容量小、速度慢、要求低，相反，它给美术教师提出了更高的要求，它应是既符合教学规律，又能满足特殊听障学生需要的美术教学。从这个角度来看，如何设计聋校高中素描课堂教学是每一位任课教师值得思考和研究的。 与普通中学相比，目前聋校高中美术教学尚缺乏统一的课程标准和教材。尽管市面上的美术辅导教材众多，但针对聋生而设计的美术书籍少之甚少。为保证课堂教学的科学规范，克服可能出现的主观性和随意性，本文选择以“解构与重构”的方式来研究聋校高中素描课堂教学设计案例。旨在合理把握课程内涵，研究设计富有实效性的聋校高中素描课堂教学。将视觉、意识、实践等方面潜移默化的融入其中，注重知识的串联，强调聋生艺术认知的建构，切实提高聋校高中美术教学质量。 本文基于“解构与重构”方式的聋校高中素描课堂教学设计案例研究，是以普校高中《美术课程标准》为依据，借鉴普校高中素描教学经验，构建具有适切性的聋校高中素描教学。以此为聋校美术教师完善教学提供思路。本研究认为，就聋校高中素描教学设计而言，要善于利用直观形象的授课方式，注重贴近聋生实际，符合聋生认知。使本身相对“单调”的素描教学，在“解构与重构”的过程中实现“感受与表现”的相互融合。同时，要注重增加聋校高中素描课堂教学中的情感投射和情趣渗透，从而更好的激发聋生绘画潜能，满足其美术特长发展的需要。

As the curriculum reform and quality education have been carried out, there have been many big changes in special education, such as the curriculum concept, curriculum content and curriculum objectives. Because of hearing impairment, the deaf students cannot learn language in the normal language environment, and they cannot perceive completely. Their abilities in language learning, thinking, imagination and aesthetic judgment cannot develop as the normal. They have many difficulties in learning. Compared with the art teaching in ordinary schools, it doesn’t mean fewer contents, slower lecturing and lower requires. Instead, there are more requests to the teachers in these schools. The art teaching in these schools should not only accord with the rules of teaching, but also satisfy the need of the deaf students. Therefore, every teacher in these schools should consider and study how to design the classroom teaching of sketch. Compared with the art teaching in ordinary schools, there aren’t unified curriculum standards and textbooks for the deaf students, and there are few books on art designed for the deaf students. To make the classroom teaching scientific and avoid the subjectivity and randomness, the method of deconstruction and reconstruction is used in these case studies to research the classroom teaching design of sketch in high school of deaf. It aims at grasping the connotation of the course reasonably and making the classroom teaching of sketch in high school of deaf more effectively. The deaf students can feel something about visual sense, consciousness and practice through the classroom teaching. In addition, the classroom teaching pays more attention to the connection of knowledge and constructing the art cognition. This paper focuses on the case studies on the classroom teaching design of sketch based on deconstruction and reconstruction in high school of deaf. It based on Art Curriculum Standards in ordinary high schools. Some experience of sketch teaching in the ordinary high schools is used in it. It aims at constructing the proper sketch teaching in high schools of deaf and improving teaching ideas in these schools. This paper considers that the sketch teaching in high school of deaf should be more visualized and closer to the deaf students; and it should accord with the cognitive competence of the deaf students; in addition, it should pay attention to feeling and expression so that the deaf students have more learning motivation and expression. Meanwhile it should include emotion and interest to promote the painting potential of the deaf students and meet the need of their development of art better.