How to develop the literacy skills of hearing-impaired students

How to cultivate the language ability of hearing-impaired students

1. Guide hearing-impaired students to read through, understand, and familiarize themselves with the questions (which is very helpful in developing language understanding and learning to standardize mathematical language expression). Pay attention to guiding students to understand the meaning of the questions

There are many new textbooks for lower grades It appears in the form of a combination of pictures and texts. Since lower-grade students do not know much about literacy, they have difficulty reading the questions independently. Only with the help of teachers can they understand the questions, understand the meaning of the pictures, and correctly find the conditions required to solve the problems. Lower grade students The first obstacle for students to solve word problems is writing barriers. I can read the words but not understand the meaning. Therefore, teachers can guide students to read the topic carefully, find out key words and sentences, talk about them, read them, discuss them, and connect them with real life to understand the meaning, or use translation methods to understand. For example, a football is 50 yuan, a volleyball is 40 yuan, and a basketball is 60 yuan; (1) How much more expensive is a basketball than a football? (2) How much cheaper is a volleyball than a basketball? The words "expensive and cheap" are difficult for students to understand. Therefore, students are required to read it several times and use the word exchange method to communicate and compare their experiences after reading. For example: replace "expensive" with "many", replace "cheap" with "less", read again, discuss in groups and compare whether the meaning of the question has changed. Then use more specific mathematical language. How much more is 60 than 50? How much less is 40 than 60? Express it, and finally translate it into a mathematical formula, and the problem is solved. During teaching, I fully consider the knowledge reserve and actual cognitive level of hearing-impaired students. I use various forms such as physical objects, pictures, animations, etc. to explain the words, words, sentences and life scenes that I do not know or understand in a timely manner to facilitate understanding. The meaning of the question clears away obstacles. On this basis, students are guided to repeatedly read the question, talk about it, read the text thoroughly, and dig out the hidden information, so that the mathematical text can exert its maximum function. To truly allow students to master reading, understand and understand the meaning of the question, teachers also need to guide students to think while reading. Only "thinking" can enable "reading" to achieve in-depth understanding and truly grasp the connotation of the text.

2． Cultivating hearing-impaired students to speak accurate and complete language

As we all know, hearing-impaired students have poor language expression ability, especially in lower grades. They often have so-called "dumb speech", which is the characteristic of deaf people. I am accustomed to the language method, only speaking key words, not being able to form coherent sentences, or only giving simple answers without detailed analysis. Therefore, in the teaching of lower grades, I pay special attention to cultivating students' good language habits and encouraging students to speak complete sentences. For example, when teaching hearing-impaired students to count, I lay out 6 small sticks, guide the students to count from 1 to 6, and then tell how many wooden sticks there are. Hearing-impaired students usually only say "6" without even the quantifier "root". At this time, I promptly guide the students to say "there are 6 small sticks". No matter whether the students speak clearly or not, as long as the sentence is complete and the meaning is correct, I will promptly Give encouragement. For another example, when I first learned addition and subtraction, during the oral arithmetic exercises, many students directly stated the number, so I asked the students to state the formula first and then the number. This not only trained the language, but also enhanced the understanding and memory of the formula. Over time, students have gradually developed good language habits, and each student's language ability has improved differently, laying a good foundation for the further development of their language ability in the future.

3. Cultivating mathematical language for hearing-impaired students