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Some Experiences of Trial Use of Ordinary Textbooks in Deaf Classes
As a phenomenon of human society, education has greatly promoted the continuation and development of human society. Special education is an important part of the whole education and the popularization of compulsory education in China. The object of special education is disabled children, among whom deaf children account for a considerable proportion. Walking into the gate of the school for the deaf, we can hardly see any defects in their childish faces. Unfortunately, these children have lost their hearing, but their intellectual activity ability is the same as that of normal people, and their physical and mental development law is consistent with that of healthy children. The purpose of our special education is not to widen the gap between disabled children and able-bodied children. On the contrary, it is through education that they return to the track of normal development.

In order to cooperate with the development of regression education, our school has made a bold attempt: taking the first-grade deaf class as the experimental class, using the teaching materials of ordinary schools, and introducing ordinary teaching materials into special education schools, so that disabled children can truly stand at a starting point in their studies, thus creating conditions for real regression, but the emergence of a new thing will inevitably have its advantages and disadvantages, which depends on how we use it. In my experimental teaching of general textbooks, I have gained the following experience.

First, in-depth study and flexible use of teaching materials

Everyone who is engaged in teaching knows that teaching materials are the basis for our teachers to impart knowledge to students. Only by mastering the teaching materials in a real sense can our teaching work proceed smoothly. Ordinary textbooks are unprecedented for us, and many contents are contrary to the teaching principles of our deaf-mute school. Only by in-depth study and elimination of contradictions can it be used by deaf students.

(A) the comparison between ordinary textbooks and textbooks for the deaf.

Compared with the textbooks of schools for the deaf, ordinary textbooks are rich in knowledge, rich in questions and large in exercises, which greatly broadens the knowledge of deaf students, enhances the flexibility of solving problems, and enables students to form a real sense of well-informed. Formally speaking, the theme is diverse and the length is appropriate. Chinese textbooks include fairy tales, idiom stories, scientific common sense and other highly knowledgeable texts. In the selection of materials, ordinary textbooks make up for the shortage of Chinese textbooks in deaf schools, which makes students' language accumulation extensive, thus stimulating deaf students' interest in learning languages.

(2) Pay attention to reducing the physical and mental stress of deaf children.

The use of ordinary textbooks has deepened students' knowledge and skills to varying degrees. However, due to the knowledge of ordinary textbooks, the difficulty far exceeds that of deaf textbooks. Students have difficulties in learning, and some express their reluctance to use ordinary textbooks during the learning process because it is too difficult. Therefore, in the process of teaching, teachers should not only take various measures to ensure the smooth progress of teaching, but also make students happy physically and mentally, and never let students feel afraid of difficulties, thus affecting the learning effect.

The average age of deaf students in grade one is 8-9 years old, and they lack the initiative to learn. Besides, they are young. With the deepening of learning difficulty, they will be more or less tired of learning and have low interest in learning for a period of time. In view of this problem, I actively take measures to eliminate these negative effects. During the 40 minutes of each class, I will spare 10 minutes for free activities. Students can consolidate and digest the content of this lesson, or they can sum up their own questions, giving students some time to think freely and avoiding "cramming" teaching. Teaching a difficult content, some teachers like to pursue, and they must master it after finishing. In fact, it is often easy to dampen students' enthusiasm. Because of the language barrier, the external information received by deaf students' brains is not very accurate, and they need to be combined to digest and absorb. I encountered this situation in teaching, first relax my numb nerves and do some other exercises. At the same time, clear your mind, consider where the problem lies, how to start, and come back to explain it later. This not only reduces students' psychological pressure, but also improves the learning efficiency, achieving twice the result with half the effort.

Two, according to the characteristics of physical and mental development of deaf children to carry out reasonable teaching.

Ear is the main source of people's access to external information. Deafness destroys the richness and integrity of children's cognition of the outside world, and they cannot feel and imitate language through auditory channels like healthy children. An important content of ordinary textbooks is to cultivate students' language ability and certain writing skills, so that first-year students in deaf schools can adapt to ordinary textbooks in a short time and learn what they can learn from textbooks in deaf schools in a few years, which is another difficult problem in their work.

Deaf children rely more on eyes and other organs in their study and life, and their vision and touch develop accordingly, so deafness can also turn disadvantages into advantages under certain conditions. It depends on how our teacher applies it to our teaching.

(A) image memory learning

Deaf children remember intuitive and vivid things quickly, keep them well and reproduce them easily. This is conducive to image memory and is the main way for students to learn. When learning new syllables, the tone is inaudible or unclear, leaving a vague phonetic representation in the mind. On the contrary, when pronouncing and speaking, the mouth shape and tongue position change, and whether breathing or not leaves a clear representation in the brain of deaf children. For example, when pronouncing vowels such as "A", "O" and "E", you can feel the vibration of vocal cords when you put your hand in your throat, and when pronouncing consonants such as "T" and "P", you can feel the airflow released by pronunciation visually, so that students will be impressed and distinguish vowels from consonants.

(2) Expand perceptual experience and enrich language.

The content of general textbooks focuses more on developing students' thinking ability. Because the deaf children's thinking level stays in the intuitive and visual stage for a long time, the abstract thinking that needs to be carried out with the help of audio language is affected by hearing disability and develops slowly, which directly affects the understanding and mastery of phonetic materials in learning. Deaf students can correctly say the meaning of words, but after they are combined into sentences, their understanding of the meaning of sentences is fragmented due to lack of oral experience. I pay attention to improving this aspect in teaching.

(C) pay attention to training students to use the language correctly

In the process of deaf children's education, students often can't express themselves clearly or at all in the face of a certain scene, and they will encounter the same problems in the teaching of ordinary textbooks. Why? Because the formation and development of language always go through the process of speaking first and then writing. Healthy children learn to speak first, have oral experience, use oral experience when learning written language, and write sentences in the order of oral expression. Deaf children lack the only way to learn to speak first, and lack oral experience when learning written language, so it is puzzling when expressing, narrating and writing. This phenomenon is common in every deaf child. In view of this phenomenon, when students answer questions, I ask every student to answer them accurately. For example, the number of application problems solved is "15", and the answer is "one * * *, there are fifteen". Some students just said the number "15" and asked what "15" was. Many people didn't know how to answer it. In view of this, students are required to answer completely in practice, which can be repeated several times, and finally repeat the questions according to the formula to develop good language habits. Some teachers think that math class is to learn computing applications, and language training is the task of Chinese class. Actually, it is not. We should pay attention to educating students to use language correctly anytime and anywhere.

Third, use various language forms to improve learning efficiency.

Oral English is the dominant language in the teaching of schools for the deaf, and sign language and sign language are reasonably used as auxiliary languages. As a trial teaching material, the experimental class belongs to the lower grade teaching, and should still follow the above principles, but sign language and sign language should not be blindly excluded, and reasonable use can serve the completion of language teaching. When I was studying, I followed the teaching method of the school for the deaf. Because the students are young, they can't fully understand and master the problem of height and elevation, so I made full use of sign language to analyze and explain it. For example, "multiplication formula of 1-6" was originally to be learned by second-year students in deaf schools in the next semester, but now it is learned by first-year students. The difficulty can be imagined. In teaching, I don't emphasize memorizing formulas, but teach students learning methods. First, I understand the meaning of multiplication formula. For example, if I know what 6×5 means, I can convert it into an addition formula. Using objects and gestures to complete the teaching task avoids the phenomenon of students memorizing formulas, and the teaching effect is good.

The above is my experience in using ordinary textbooks. The use of ordinary textbooks in schools for the deaf is still an experimental process. There will be many problems in this process, some of which are not suitable for students' characteristics, and some teachers find it difficult to integrate the two. This requires us to explore, practice and sum up experiences and lessons in our future work, so as to create a new world for the cause of special education.

(Editor Xiang Yan)