Paper Keywords: mathematics teaching methods for deaf students

Abstract: the new standard of mathematics curriculum is put forward:? Teachers should stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematical activities, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperative communication. ? In mathematics teaching in schools for the deaf, teachers should combine the characteristics of deaf students, adopt teaching methods such as visualization, living and personalization, and constantly explore mathematics teaching methods to improve the quality of mathematics teaching.

Mathematics is closely related to people's life and productive labor, and it is widely used. For deaf students, it is an indispensable ability for them to live independently and engage in productive labor in the future. It is very important for deaf students to comprehensively use mathematical knowledge to solve practical problems in life and productive labor. In the teaching activities of schools for the deaf, it is necessary for every teacher to implement the new ideas and methods of the new curriculum and take modern educational ideas as the guiding ideology. Then, under the concept of new curriculum standard, what kind of teaching methods can we adopt to improve the efficiency of mathematics classroom?

First, highlight the visual effects, using intuitive teaching methods

The main information of hearing-impaired students comes from visual images, so their thinking stays in the stage of visual images for a long time. It is precisely because of this feature that the most effective way to teach concepts in mathematics classes in schools for the deaf is to use intuitive teaching method, which helps hearing-impaired students to establish mathematical concepts, learn relevant laws and form operational skills, so intuitive teaching plays a very important role in teaching in schools for the deaf. Using visual teaching AIDS can encourage students to do it themselves and use their brains. Students can use their own hands and brains to keep their thinking in the best condition, so as to actively think, consciously accept new knowledge and keep a deeper and lasting impression on new knowledge.

For example, in the teaching of mathematical concepts, because mathematical concepts are abstract, teachers are also very boring, and students are not interested in learning. On the contrary, if you use visual teaching AIDS, you can attract students' attention and stimulate their interest. The introduction of the axis essentials of mathematical concepts first allows students to observe the structure of the thermometer, understand how to use it, then place it horizontally, and then let students draw it, and the simpler it is, the better. At the same time, let students pay attention to how to indicate the rising direction of liquid level; In order to measure a specific temperature, a zero position is specified; In order to read a certain temperature, there is a specific scale. In this way, through the observation and association of the thermometer, students can have a perceptual understanding of the number axis, and after finding out the key points, positive direction and unit length, students can get the concept of the number axis. Visible, intuitive teaching AIDS play a very important role in the information exchange between teachers and students, and the application of intuitive teaching AIDS is indeed an effective means to improve the teaching effect.

Second, let the mathematics content come alive and let deaf students experience the learning value.

In our life, math problems are everywhere. Teachers and students should establish a sense of life, learn to look at life from a mathematical perspective, find out the mathematical problems in life, and let life materials become the content of our study. For example:? Kilograms and grams? They are two abstract mathematical concepts, especially for deaf students, who lack life experience and can't really form correct concepts in their minds only by the teacher's explanation. So before class, I ask students to go to the shopping mall, weigh the commonly used items by hand, let them experience the weight of these items initially, and then record the weight according to the labels on the items. Deaf students enrich their life experience by collecting materials from life. Kilograms and grams? This knowledge, which is difficult to perceive in class, naturally establishes a representation in their minds during their investigation and collection, which makes full preparations for effective learning in classroom teaching. In addition, teachers should also create life-oriented teaching situations in the classroom to stimulate students' desire for learning. Teachers should actively guide deaf students to find and collect mathematical data closely related to life, provide perceptual knowledge for deaf students, and let them truly feel that mathematics is around us. While looking for mathematical materials in life, let deaf students really feel? Mathematics is everywhere in life? ,? Mathematics comes from and serves life? .

Third, attach importance to mathematical experience and carry out cooperative learning activities.

It not only helps students to explore and acquire knowledge through various activities, but more importantly, students can gradually master the general laws of mathematics learning through experience. For example: third grade mathematics in deaf schools? Seconds understand? In this lesson, the knowledge goal of this lesson is more abstract. If you tell the students directly that the score of 1 is equal to 60 seconds, you may master it, but you can't deeply understand the concept of seconds. Therefore, in teaching, students can establish preliminary experience by comparing and asking questions. Do what? Give students the opportunity to operate the experience; Provide? Play? Opportunities for students to experience in the game; Finally, mobilize the existing knowledge and experience, so that students can experience in the scene. In this series of mathematical practice activities, students experience mathematics through observation, analysis, discussion, estimation and imagination, so that experience becomes the driving force for students to learn. Besides, deaf students like collective life, and they are willing to communicate and cooperate with others. In teaching, we should make full use of this social feature of deaf students and carry out cooperative learning. According to their abilities, interests and hobbies, they are divided into different study groups and assigned different study tasks, so that they can think, do and explore collectively. Through the division of labor and cooperation within their group, they can solve problems collectively and cultivate teams. Like teaching? 13-9? At this time, divide the students into four groups, give them some learning tools, let them discuss the process by themselves, get the results, then report in groups, and finally the teacher summarizes the methods.

In a word, mathematics teaching in schools for the deaf is an educational science and an art of teaching. In implementing the new curriculum reform, we must use scientific methods. Deaf students are the foundation? In order to improve deaf students' learning interest, correct their learning attitude and improve their practical ability to use mathematics, it is necessary to reasonably use visual teaching methods, adopt life-oriented teaching contents and methods, carry out cooperative teaching activities and other comprehensive teaching methods to improve deaf students' learning interest, correct their learning attitude and improve their practical ability to use mathematics, so as to make mathematics teaching in deaf schools achieve greater results.

References:

1. Zhang Ningsheng: Psychology and Education of Hearing-impaired Children, Huaxia Publishing House, 1995, 1.

2. Practice and exploration of curriculum reform in special education schools

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