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Deaf-mute children have poor social adaptability and logical thinking ability, poor perceptual knowledge, difficult to concentrate when studying, unstable playfulness, incoherent thinking and poor abstract generalization ability. Therefore, it is difficult for deaf students to learn math well. Then, under the new curriculum concept, how to implement classroom teaching for them and improve the efficiency of classroom teaching? Let's talk about some of my practices in math classroom teaching.
Reflect students' dominant position in classroom teaching.
Students are the main body of teaching activities and the masters of learning, which should not only be an idea of our educators, but also we should take appropriate measures to urge students to show their "subjectivity" in this kind of learning. Teachers should pay attention to fully mobilize the enthusiasm and initiative of students in teaching, adhere to people-oriented and take students as the "first". That is, let students have a look, think, say and do, master knowledge through independent thinking and cooperative communication, and establish confidence in learning mathematics well.
For example, in the first class, "Understanding of Yuan, Jiao and Fen", I first show the coins with 1, 2 and 5 cents to the students, then show them the banknotes with 1, 2 and 5 cents for comparison, and finally show 1 yuan, 2 yuan, 5 yuan and 10. Deaf-mute students sum up the unit and rate of RMB by themselves through practical activities such as conversation, comparison and identification. I fully affirmed their ideas and praised their creativity. In this way, students can spread their thinking wings, exert their creativity and have a high enthusiasm for learning. They can devote themselves to independent thinking, independent exploration and independent creation and fully experience the joy of success.
Using group teaching in classroom teaching
Deaf-mute students have different degrees of hearing impairment, so the derivative obstacles caused by hearing disability are different in nature or degree. Reflected in the process of mathematics learning, deaf-mute students have greater grade differences than normal students. Therefore, in mathematics classroom teaching, I adopt the teaching methods of centralized teaching and group counseling. First, according to students' comprehension ability, listening level and teaching content, students' seats and teaching equipment should be arranged flexibly. Then in the process of teaching, students of different levels are designed with different difficulties, and different performance opportunities are created for them, so that everyone can participate in the process of "learning". Through cooperative learning and group communication, every student has a full opportunity to express his opinions, so that the learning level of deaf-mute students can be adjusted, thus improving the self-confidence and curiosity of students at different levels.
Using game teaching in classroom teaching
Deaf-mute students are naive, playful and active, and have poor binding force on their own behavior, and their attention is easily distracted. They often do things unrelated to teaching in class. Traditional teaching regards these characteristics as shortcomings that affect learning, restricts them, restricts them from "moving around" and forces them to attend classes. As a result, they seem to be tied up, completely in a passive position, suffering and tired in the last class, and seriously tired of learning. Game teaching conforms to the psychological and physiological characteristics of deaf-mute students. Therefore, I have designed a variety of games in junior high school mathematics teaching, making full use of students' initiative and fun, so that students can study easily and happily.
Classroom teaching should be closely linked with real life.
Modern mathematics theory holds that mathematics comes from life and is applied to life, life is full of mathematics, and mathematics education lies in real life. The new curriculum theory points out that teaching should connect with students' real life and create classroom teaching situations close to life. Therefore, the mathematics teaching of deaf-mute children should start with the real life closely related to students, consciously guide students to communicate the connection between specific problems in life and related mathematics problems, stimulate students' curiosity in learning mathematics with the help of concrete examples in real life that students are familiar with, help students better understand and master the basic knowledge of mathematics, and use the learned mathematics knowledge to solve mathematics problems in real life.
In short, in the whole teaching process, teachers should respect students' dominant position in teaching activities, respect students' personality and rights, liberate students' subjectivity and creativity, get rid of all unequal treatment of students, and create good educational conditions and environment for improving students' democratic consciousness and participation ability, giving full play to students' dominant role, and making students develop lively, free and healthy.
Editor: Liu Liying