We should fully respect students' differences. Because deaf students have different age levels and large intellectual span when they enter school, teachers should divide different levels in teaching, do a good job in classroom teaching design for different levels, fully respect the differences between students and reflect different requirements in teaching, so that every student can make progress and feel the joy of success.
Third, carefully design classroom exercises.
Students have been able to store their knowledge to a certain extent based on their own knowledge and information reception through knowledge transfer from the shallow to the deep, but these knowledge are basically rational and preliminary appearances, without students' own practice, so the degree of memory is not high. How to deepen this representation in order to understand, master and apply knowledge and realize the sublimation from perceptual knowledge to rational knowledge? I think it is very necessary and timely for teachers to arrange a certain amount of exercises for students in time. This exercise is not mechanical calculus. Emphasis is placed on making students clear the rules of each exercise and the knowledge system they have learned, grasping the key points, breaking through the difficulties, facing the whole group, and carrying out step-by-step training to stimulate students' positive thinking, so as to achieve the unity of knowledge and ability, theory and practice, and make the whole teaching process from shallow to deep, and combine teaching with practice. Generally speaking, after a new class, you can arrange the following four types of exercises:
1, targeted exercises. After the new teaching, targeted individual training. This paper focuses on how to break through the difficulties and promote their transformation into skills. For example, fractional decimal elementary arithmetic can focus on explaining the basic knowledge and strengthening the operation order; Special exercises of key steps are transformed into skills, simple operation exercises are complete, and the application of operation rules is strengthened. When teaching more complicated application problems of fractional division, we can first determine who is the quantity of "1", fill in the relationship, draw a line segment diagram, disperse the difficulties and break through the key points.
2. Compare exercises. By discovering the similarities and differences of a group of problems, we can deepen our understanding. For example, when finding the greatest common divisor and the least common multiple of three numbers, we can find their similarities, analyze their differences, deepen our understanding and consolidate our knowledge through comparison.
3. Operation exercises. By drawing, cutting and spelling, education is put into practice, which not only cultivates the practical ability, but also develops the thinking in images. For example, when teaching "the sum of internal angles of triangles", students can use self-made square paper to fold two triangles or three internal angles of small triangles to make a right angle, or tear off three internal angles of triangles to make a right angle on the table.
4. Pioneering exercises. Through practice, develop thinking and cultivate ability. In the teaching of "two-step calculation application problems", in addition to mastering the examples learned, students are also inspired to find a variety of solutions, and the old and new knowledge are organically combined to achieve mastery. For example, in the fifth question on page 65 of Book 10, "Zhangzhuang Primary School has 9 new classrooms, each with 6 windows and 8 pieces of glass installed in each window. How many pieces of glass do you need to install? " As it happens, there are 9 classrooms in the teaching building of our school. Like the topic, the students are very enthusiastic. How many windows are there in our classroom? (4 fans), of which 3 fans each have 16 pieces of glass, and the other fan has 8 pieces of glass. So, I marked each window: 16, 16,16,8, a * *, how many pieces of glass are there? Students can work out this problem easily. Careful students found two pieces on the door, plus two pieces, and concluded that each classroom has 58 pieces of glass, and there are 9 classrooms in the whole school. How many pieces of glass should be installed in a classroom? So I calculated 58×9=522 pieces. In this way, students not only learn new knowledge, but also understand new knowledge, and learn to solve practical problems with new knowledge, so that "mathematics comes from life and is applied to life".
Fourth, summarize the "finishing touch" after class
There are various ways to summarize in class, which can be summarized by students themselves, by group discussion, by teachers in the form of examination questions, and so on. The purpose is to guide students to generalize, systematize and make scientific the superficial and fragmentary knowledge they have learned in class through thinking, observation and analysis. This is the general structural mode of teaching, and the specific form depends on the difficulty and capacity of educational content. Through classroom summary, teachers will get feedback of teaching information. Take corresponding measures according to the feedback information, adjust in time, or comment, or feedback, or correct mistakes, so as to better organize the teaching of the next class.
In a word, it is very important to improve the efficiency of mathematics classroom in deaf schools, which needs further practice and summary. As a math teacher in a school for the deaf, only by not being afraid of difficulties, daring to suffer hardships, studying textbooks seriously and adopting appropriate teaching methods can we get twice the result with half the effort and achieve good teaching results.