2018 年 7 月，我国颁布实施了《国家通用盲文方案》，盲校师生需要掌握通用盲文的省写、简写规则，盲校二年级各科教材也使用省写和简写版本的国家通用盲文印制。《盲校义务教育语文课程标准（2016 年版）》提出“盲文教学应以低年级教学为重点，贯串在各年级语文教学全过程中”，但国家通用盲文在盲校中的教学存在许多障碍：盲文点字符形和规则较为繁琐枯燥；长期以来由于我国盲文教学主要依托于语文课堂；教学实践中教师往往将盲文教学和语文教学割裂开来，错误地认为“盲生三个月就能掌握盲文”；部分教师存在对盲文教学的地位认识不到位、分词连写规则不清、整体掌握水平不高等问题；《课程标准》在《国家通用盲文方案》之前颁布，未就通用盲文的教学提出指导性建议。如何在盲校语文课程中进行通用盲文的推广和教学，同时也保障语文课程的有效教学，实现国家通用盲文融入盲校小学低年级语文课程教学是亟待解决的问题。

本研究主要通过行动研究法，通过前期对四所盲校有经验教师的访谈，总结在二年级语文课程中进行通用盲文教学的教学方法、教学策略等经验，编制“通用盲文语文课程教学活动方案”并经过三轮研究的观察、反思、改进，最终形成一套供盲校小学二年级参考使用的“通用盲文语文课程教学活动方案”，这是本研究中的主要研究工具，也是研究的主要内容和成果形式。

通过对行动研究的总结，提出在二年级进行通用盲文的教学模式——“主辅双路径模式”。该模式以盲校常规语文课堂为通用盲文规则教学的主阵地，以语文课上融入盲文教学为“主路径”；在阅读欣赏课中进行规则的巩固为“辅路径”，每周开设一节阅读欣赏课，为学生提供充足且持续的自主摸读机会，也使教师的个别辅导成为可能。为保障该模式中各个环节的顺利实施，本研究给出了具体的教学方法、教学策略：坚持语文课五分钟听写；在课文教学中进行规则新授和复习；引导学生通过口诀或歌谣来记忆规则；丰富阅读欣赏课的形式，同时实现个别辅导；为语文课和阅读欣赏课提供资源支持。主要资源为在本研究中收集并整理的通用盲文“词语库”和“阅读库”。最后，为盲校语文课程中的国家通用盲文教学提出具有可操作性的建议：增加盲校二年级语文课时；在语文教参中加入通用盲文规则；提供更多通用盲文书写机会；开设并充分利用阅读欣赏课；编制通用盲文扩展资源。

In July 2018, China promulgated and implemented Chinese Common Braille Program. Teachers and students in schools for the blind need to master the rules of saving and abbreviating Common Braille. The textbooks for the second grade of schools for the blind also use Chinese Common Braille of saving and abbreviated versions. The Chinese Curriculum Standard for Compulsory Education in schools for the blind (2016 Edition) puts forward that "the teaching of Braille should focus on the teaching of lower grades and run through the whole process of Chinese teaching in all grades". However, there are many obstacles in the teaching of Chinese Common Braille in schools for the blind: the shape and rules of Braille dot characters are tedious and boring; for a long time, the teaching of Braille in our country mainly relies on the Chinese Classes; the teaching practice is not perfect Middle school teachers often separate Braille teaching from Chinese teaching, and mistakenly believe that "blind students can master Braille in three months"; some teachers do not have a good understanding of the status of Braille teaching,

unclear rules of word segmentation and linking, and low level of overall mastery; the Curriculum Standard was promulgated before Chinese Common Braille Program, and did not provide guidance for the teaching of Chinese Common Braille Suggestions. How to promote and teach Chinese Common Braille in the Chinese course of the school for the blind, and at the same time ensure the effective teaching of the Chinese course, so as to realize the integration of Chinese Common Braille into the Chinese course teaching of the lower grades of the primary school for the blind is an urgent problem to be solved. Through the action research method and interviews with experienced teachers in four blind schools in the early stage, this study summarizes the teaching methods and Strategies of Common Braille teaching in the second grade Chinese Classes, and compiles the "Common Braille language course teaching plan". After three rounds of research, observation, reflection and improvement, it finally forms a set of reference for the second grade of primary school for the blind. This is not only the main research tool, but also the main content and achievement form of this research.

Through the summary of action research, this paper puts forward the teaching mode of Chinese Common Braille in the second grade - "main auxiliary dual path mode". In this model, the conventional Chinese class in the school for the blind is the main position of Chinese Common Braille rule teaching, and the integration of Braille teaching into Chinese class is the"main path"; In the reading appreciation class, the consolidation of rules is the "auxiliary path", and a reading appreciation class is set up every week to provide students with sufficient and continuous opportunities for independent reading, and also make the individual guidance of teachers possible. In order to ensure the smooth implementation of each link in the mode, the specific teaching methods and teaching strategies are given: insist on five minutes dictation in Chinese class; teach and review the rules in text teaching; guide students to recite pithy formula or ballad to memorize the rules; enrich the form of reading appreciation class, and realize individual guidance; provide resource support for Chinese class and reading appreciation class.