Application problems occupy a large proportion in mathematics in schools for the deaf, involving a wide range. To solve practical problems, we should not only comprehensively apply basic knowledge such as concepts, properties, laws and formulas in mathematics, but also have the ability of analysis, synthesis, judgment and reasoning. Therefore, application problem teaching can not only consolidate basic knowledge, but also help to cultivate students' initial logical thinking ability. However, due to hearing and language barriers, deaf students' ability to understand and analyze sentences is declining, and they can't understand some keywords, words and sentences in application problems. Therefore, teachers should grasp key words, words and sentences according to different types of questions in teaching to help deaf students solve the quantitative relationship in application problems, so that deaf students can gradually understand the problem-solving ideas of application problems and develop good thinking habits. Due to the slow development of deaf students' language and the unsynchronized knowledge in teaching, there are often many words and sentences that deaf students have not learned in the application problems of lower grades in deaf schools. For example, Chinese teaching in the second and third grades of deaf schools is mainly based on words and simple sentences, while mathematical application problems have entered the narrative stage, and many application problems are difficult to understand and must be guided. On the basis of guidance, guide students to read the topic, understand the topic and read the topic well. The solution of application problems is mainly divided into four steps: reading problems-analyzing quantitative relations-calculating-solving. The most important thing is the first two steps: examining the questions and analyzing the quantitative relationship. When the quantitative relationship is clear, it will naturally list the calculations and solve the application problems. Let me briefly talk about how to help students read the questions and analyze the quantitative relationship. First, cultivate deaf students' mathematics reading ability. Some teachers and students think that reading is a matter for China people and has nothing to do with mathematics. In fact, mathematical reading is an important mathematical ability, the basis of mathematical thinking and plays an important role in solving problems. The core of reading a textbook is understanding, and understanding depends on thinking. When reading a textbook, you should feel it with your eyes, hands, mouth and heart. When reading textbooks, you should concentrate on reading and thinking. First of all, you should have a preliminary impression of every paragraph and every level, and then think in the context. You should read and think about the general principles of textbooks again and again. In class, listen carefully to the teacher's explanation according to the marks and comments made during reading before class. Through the interaction between teachers and students, we can further read the textbooks, so as to grasp the key points, difficulties and keys and solve the difficult problems in reading before class. Teachers must guide students to read consciously, purposefully, planned and methodically in class, so that students can find problems independently, dare to express and ask questions, and take the initiative to solve problems, thus cultivating students' respect for textbooks. Over time, the ability to understand mathematical language has been strengthened.

Second, help students read questions. Let the students read the questions themselves first, and then the teacher will help the students read the questions. The teacher leads the students to read the questions, emphasizing the key words and phrases, and circling the key words and phrases with colored chalk. After reading the questions, explain the meaning of key words and phrases, and it is best to add actions when explaining, that is to say, the teacher can use body language to explain. Such as "run away, fly in, eat up, swim away, take away, give", the teacher not only helps students understand the meaning of the problem, but also stimulates students' interest in learning mathematics through vivid body language. Use abbreviations in reading questions to express the meaning of the questions. Some application problems are long and difficult for students to understand. We can shorten the sentence by using Chinese abbreviation: grasping the main components of the sentence and reducing the secondary conditions. In this way, the quantitative relationship in the problem also appears. For example, students take part in extracurricular activities. There are 57 people in the art group, which is three times less than that in the rhythm group. How many people are there in the rhythm group? The key sentence of this question is "there are 57 people who participate in the art group, which is 24 times less than the number who participate in the rhythm group". This passage was shortened to "57 people in the art group, 24 times less than those who participated in the rhythm group". In this way, the text is simplified, the meaning of the question is obvious, and students can easily understand it. The students immediately thought: the art group plus 24 people is exactly three times that of the rhythm group. Then the formula for finding the rhythm group is: (57+24)÷3. Only in this way can we overcome the obstacles brought by the complexity of language and writing to students' thinking. Third, help students analyze the quantitative relationship in the problem. 1, the rigid method is sometimes useful. The "first hurdle" that deaf students encounter after entering school is a practical problem, such as comparison size, number and length. Many deaf students find it difficult to cross this hurdle, and often can't tell which is more and which is less. Some primary school graduates are still in a fog, and even after graduating from junior high school, they still have a little knowledge. In view of this situation, I have tried many teaching methods in teaching, and finally I think it is more reliable to use a "dead" method. For example, there are 15 chickens and there are 3 chickens in Abby Mallard. How many ducks are there? Deaf students often don't know whether there are more chickens and ducks or fewer chickens and ducks. I teach students to draw a wavy line under the word "Bi" and then draw a circle behind the word "Bi", so that whoever is in front of the word "Bi" will be less. In this question, there are fewer ducks before the word "Bi". On the contrary, there are many chickens. Now we want to beg ducks. Another example: Abby Mallard has 15 ducks and 3 chickens. How many chickens are there? With this method of "death", first draw a wavy line under the word "Bi", and then draw a circle behind the word "Bi", then there will be fewer people in front of the word "Bi". In this problem, there are fewer ducks before the word "Bi", but there are more chickens. Now I want to ask the number of chickens, but there are too many. Although this method is relatively rigid, students encounter relatively practical problems, and most students can sort out the quantitative relationship in the problem at once, with few mistakes. This method can also help students find "unit 1" when they get their grades in Grade One. For example, a boiler plant burned 80 tons of coal in May, less than originally planned. How many tons of coal was originally planned to burn? Students can not only distinguish who is more and who is less, but also easily find "unit 1". The method is: draw a wavy line under the word "than", and then draw a circle around the score after the word "than". Whoever is in front of the score is "unit 1". Although this method is "dead", it is undoubtedly a shortcut for deaf students with poor understanding to learn application problems. 2. Use line graph to help deaf students analyze the quantitative relationship. Deaf students have limited understanding ability, so it is difficult to learn practical problems. In this case, guiding students to express the quantitative relationship in the problem with line graphs can make the quantitative relationship more intuitive and vivid, and make the application problem difficult and easy to learn. Line segment:-The part between any two points on a straight line is very simple to draw, but this simple line segment has played a wonderful role in the teaching of application problems in primary schools. Help junior and senior students learn simple and complex application problems easily and happily, and promote the development of students' thinking. For example, Zhang Hua and Li Cheng walk from home to school at the same time. Zhang Hua walks 65 meters per minute and Li Cheng walks 70 meters per minute. Four minutes later, they arrived at school at the same time. How many meters are they apart? The teacher asked and drew a line drawing:

According to the line diagram, the teacher asked: How many meters apart are they required in the question (guide the students to look at the line diagram)? What is it actually for? (The sum of the distances they walked when they met) That is to say, what is the distance needed? (Zhang Hua walks in 4 minutes, Li Cheng walks in 4 minutes), that is, the distance between Zhang Huahang and Li Chengxing = the distance between the two families. Ask the students to find out the distance between Zhang Huahang and Li Chengxing first, and then add up the distance between the two families. Line drawing can make the quantitative relationship in the topic more vivid and intuitive, improve the accuracy of students' judgment, broaden students' thinking and help students solve more problems. For deaf students, it is more in line with the characteristics of deaf students to transform abstract language into intuitive charts. In the lower grades, students can be trained to look at pictures first, and in the middle grades, students can be trained to draw pictures step by step. The process of drawing is the process of understanding the meaning of the question and analyzing the quantitative relationship. In this sense, the ability to draw also reflects the ability to solve problems. Therefore, in the teaching process of application problems, we should pay attention to cultivating students' ability to draw and analyze application problems. In short, there are many ways to help deaf students solve practical problems in physiology, and different types of problems have different solutions. Teachers should choose different teaching methods to help deaf students solve physiological application problems. Understanding the application problem is to clarify the quantitative relationship in the problem. Only by clarifying the relationship between the quantities in the problem can we solve the problem correctly.