研究背景：由于盲人的视觉功能受限，他们在很大程度上依赖于听觉信息。 因此，在盲人的认知和语言理解中，听觉词汇识别扮演着至关重要的角色。此 外，人类所使用的词汇中有些具有一定的“视觉”特征，比如“彩虹”等。由 于缺乏视觉感知，盲人在这些带有视觉特征词汇的感知和理解上存在局限。因 此，在听觉词汇识别时，盲人面对这些与视觉相关的词汇可能会遭遇较大的挑 战。

研究目的：本研究旨在探讨词汇的视觉相关性如何影响盲人听觉词汇识别， 并基于教育神经科学的理论和实践，开发和验证相应的干预策略以提升盲人在 听觉词汇识别方面的能力。具体目的包括：第一，分析盲人对于不同视觉相关 程度的词汇在听觉识别过程中的表现，以了解视觉信息缺失对语言理解的影响。 第二，探究盲人在听觉识别不同视觉相关程度词汇时大脑神经活动的模式，以 揭示潜在的神经机制。第三，设计和实施基于教育神经科学原理的干预方案， 旨在改善盲生的听觉词汇识别能力，为特殊教育领域提供科学依据和实践指导， 以优化盲人的语言教育和学习过程。

研究方法：本研究基于教育神经科学的视角，尝试通过脑科学、心理学和 教育学等跨学科和多种方法的整合，来探索词汇的视觉相关性对盲人听觉词汇 识别的影响及其干预。研究一通过听觉词汇识别测试，收集盲人参与者对于具 有不同视觉相关程度词汇的理解情况，分析其识别准确性和感知方式。研究二 利用功能性磁共振成像（fMRI）技术扫描盲人参与者在听觉词汇识别不同程度 视觉相关词任务时的大脑活动，观察处理不同程度视觉相关词汇时大脑的激活 机制。研究三基于教育神经科学的理论，设计一套针对提高盲人听觉词汇识别 能力的干预行动研究方案，并在盲生中进行实施。

研究结果：研究一结果，首先，词汇的视觉相关程度对盲人听觉识别词汇 产生了影响，从识别正确率来看，强视觉相关词非视觉相关词弱视觉相关词。 其次，盲人对强视觉相关词的识别程度与弱视觉相关词和非视觉相关词呈显著 相关。其三，视力情况对盲人识别强视觉相关词产生影响，受教育年限对盲人 识别强视觉相关词和非视觉相关词产生影响。其四，盲人具多种表征词汇的方 式，其中有视觉经验的盲人通过视觉、听觉、触觉、嗅觉、味觉、内部感觉、

语义等多种方式表征词汇，无视觉经验的盲人通过听觉、触觉、嗅觉、味觉、 内部感觉、语义等多种方式表征词汇，有视觉经验的盲人和无视觉经验的盲人 均偏向语义表征方式表征词汇。研究二结果，弱视觉相关词激活更多与感觉运 动相关的脑区，如左/右侧额叶岛盖皮层、右侧颞顶叶后部和左侧顶叶前部皮层 等；强视觉相关词和非视觉相关词激活更多语言相关的脑区，如左侧扣带回下 皮层，左侧额上回和右侧额中回等。研究三结果，通过开展提升盲人听觉词汇 识别能力的教学优化研究，提升了盲生听觉词汇识别能力和思维能力，建构了 基于词汇视觉相关性的教学方法，并促进了行动者的成长。

研究结论： 第一，词汇的不同视觉相关程度对盲人听觉词汇识别有影响， 其中强视觉相关词和非视觉相关词对盲人的听觉词汇识别能力影响更大。第二， 视力情况和受教育年限对盲人听觉识别词汇产生影响，视力情况越好，强视觉 相关词识别率越高；受教育年限越长，强视觉相关词和非视觉相关词的识别率 越高。第三，盲人具有视觉、听觉、触觉、嗅觉、味觉、内部感觉、语义等多 种方式感知词汇，其中语义为主要的感知方式，无视觉经验的盲人缺乏视觉感 知方式。第四，盲人对弱视觉相关词、强视觉相关词、非视觉相关词三种词类 的脑激活存在差异，弱视觉相关词激活更多与感觉运动相关的脑区，强视觉相 关词和非视觉相关词激活更多语言相关的脑区。第五，基于双重编码理论和依 据词汇视觉相关程度设计的教学策略能够提高盲人听觉词汇识别能力和思维能 力。

根据研究结果与结论，本研究从教育神经科学在特殊教育中的运用，根据 不同的词性拓展盲人词汇表征研究 ，盲生词汇教学时考虑词汇的视觉相关性， 加强循环迭代的教育行动，关注学生的个体差异和多重障碍学生的教学等角度 为特殊教育发展提出建议与对策，并提出本研究的创新与不足。

BACKGROUND OF THE STUDY: Due to their limited visual function, blind people rely heavily on auditory information. Therefore, auditory vocabulary recognition plays a crucial role in the cognitive and linguistic understanding of blind people. In addition, some of the vocabulary used by human beings has certain "visual" characteristics, such as "rainbow". Due to the lack of visual perception, blind people have limitations in perceiving and understanding these visual words, and therefore, they may encounter greater challenges in auditory vocabulary recognition when dealing with these visually related words.

PURPOSE OF THE STUDY: The purpose of this study is to investigate how the visual relevance of vocabulary affects auditory vocabulary recognition in blind people, and to develop and validate appropriate intervention strategies based on the theory and practice of educational neuroscience to enhance blind students' abilities in auditory vocabulary recognition. Specific objectives include: first, to analyse the performance of blind people in auditory word recognition for words with different levels of visual relevance, in order to understand the impact of visual information deficit on language comprehension. Second, to investigate the patterns of neural activity in the brain of blind people during auditory recognition of words with different levels of visual relevance in order to reveal the underlying neural mechanisms. Third, to design and implement an intervention programmed based on the principles of educational neuroscience aiming to improve blind students' auditory vocabulary recognition ability, and to provide a scientific basis and practical guidance for the field of special education in order to optimize the process of language education and learning for the blind.

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METHODOLOGY: Based on the perspective of educational neuroscience, this study attempts to explore the effects of visual correlation of vocabulary on auditory vocabulary recognition of blind people and its intervention through the integration of interdisciplinary and multi-methodological approaches such as cognitive neuroscience, psychology and pedagogy. Study 1 collected blind participants' comprehension of vocabulary with different levels of visual relevance through auditory vocabulary recognition tests, and analyzed their recognition accuracy and perception modalities. Study 2 used functional magnetic resonance imaging (fMRI) to scan the brain activity of blind participants during the task of auditory vocabulary recognition of words with different degrees of visual relevance, and to observe the mechanisms of the brain when processing words with different degrees of visual relevance. Study three was based on theories from educational neuroscience to design an intervention action research program for improving auditory vocabulary recognition skills in blind participants and implement it in blind students.

RESULTS: The results of Study I showed, firstly, that the degree of visual relatedness of words had an effect on blind people's auditory vocabulary recognition, in terms of recognition correctness, strong visually related words < non-visually related words < weakly visually related words. Secondly, blind people's recognition of strong visually related words was significantly correlated with weakly visually related words and non-visually related words. Third, visual acuity affects blind people's recognition of strong visual related words, and years of education affects blind people's recognition of strong visual related words and non-visual related words. Fourth, blind people have multiple ways of representing words, including visual, auditory, tactile, olfactory, gustatory,interior feel, and semantic for those with visual experience, auditory, tactile, olfactory, gustatory, interior feel, and semantic for those without visual experience, and both visually experienced blind people and non-visually experienced blind people favor semantic representations. As a result of Study 2, weakly visually related words activated more sensory-motor related brain regions, such as left/right frontal insula cortex, right posterior temporo-parietal lobe and left anterior parietal lobe cortex, while strongly visually related and non-visually related words activated more semantically related

brain regions, such as left sub cingulate gyrus cortex, left supra-frontal gyrus and right middle frontal gyrus. The results of Study 3, by conducting an action research on teaching optimization to enhance the auditory vocabulary recognition ability of blind people, improved the auditory vocabulary recognition ability and thinking ability of blind students, constructed a teaching method based on the visual relevance of vocabulary, and facilitated the growth of the actors.

FINDINGS: First, different levels of visual relatedness of words have an effect on blind people's auditory vocabulary recognition, with strong visually related words and non-visually related words having a greater effect on blind people's auditory vocabulary recognition ability. Secondly, visual acuity and years of education affect blind people's auditory vocabulary recognition. The better the visual acuity, the higher the recognition rate of strong visually related words; the longer the years of education, the higher the recognition rate of strong visually related words and non-visually related words. Thirdly, blind people have multiple ways to perceive words such as vision, hearing, touch, smell, taste, interior feel, semantics, etc., of which semantics is the main way of perception, and blind people with no visual experience lack visual perception ways. Fourth, there were differences in the brain activation of weak visual related words, strong visual related words, and non-visual related words in blind people, strongly visually related words, and non-visually related words, with weakly visually related words activating more sensory-motor related brain areas, and strongly visually related words and non-visually related words activating more semantically related brain areas. Fifth, teaching strategies based on the theory of double coding and the degree of visual relevance of words can improve the auditory vocabulary recognition and thinking ability of blind people. Based on the findings and conclusions of the study, this study puts forward suggestions and countermeasures for the development of special education from the perspectives of the application of educational neuroscience in special education, the expansion of the research on the representation of blind words according to different parts of speech, the consideration of the visual relevance of vocabulary in the teaching of vocabulary for blind students, the strengthening of cyclic and iterative educational

actions, and the attention to the individual differences of students and the teaching of students with multiple disabilities, and puts forward the innovations and shortcomings of this study.