1. Physical development characteristics of hearing-impaired children. Medical workers and special educators in China have investigated and compared the physical development of hearing-impaired students in school. Compared with the physical development indexes of local and national normal children and adolescents, it shows the following characteristics: \x0d\ 1. A considerable number of hearing-impaired students are not as good as normal students of the same age in height, weight, chest circumference and vital capacity, and their overall physical condition is also different from normal students. \x0d\ 2。 Average shoulder width, hearing-impaired students of many ages are larger than normal students. Generally speaking, hearing-impaired students of many ages have thicker arms than normal students of the same age. The reason for this phenomenon may be related to deaf students playing sign language every day. Their upper arms are more active and their muscles are more developed. (See Investigation on Physiological and Psychological Characteristics of Special Students in Beijing, Tianjin and Shanghai) \x0d\ II. Psychological characteristics of students with hearing impairment. \x0d\ Hearing impairment will cause some changes in children's psychological activities. Understanding and mastering the main characteristics of psychological activities of hearing-impaired students is helpful for teachers to guide hearing-impaired students to study in regular classes. \x0d\ 1。 Perceptual characteristics of students with hearing impairment. Perception is the most basic psychological activity. Among them, hearing is one of the most important ways to obtain information. Hearing impairment will make people's understanding of things incomplete and inaccurate, which is a characteristic of hearing-impaired students' perception. Another feature is that hearing-impaired students' sound senses such as vision, touch, vibration, smell and taste play a role in making up for hearing defects. Among them, vision plays the most important role. Hearing-impaired students mainly rely on eye observation in their study and life. The more serious their hearing loss is, the more they should use their eyes instead of their ears. We will see hearing-impaired students staring at teachers and other students' mouth shapes and facial expressions, so as to understand what they can't hear or hear clearly. Long-term exercise has greatly improved their visual perception and made them observe things more sensitively and meticulously. \x0d\ 2。 Attention characteristics of students with hearing impairment. \x0d\ Hearing impairment makes it difficult for general auditory stimuli to attract the attention of hearing-impaired students, while stimuli from vision, touch and vibration are easy to attract their attention. For example, they are interested in the teaching of color wall charts and activities, and can keep their attention well. When playing teaching tapes, ordinary students will listen attentively, while students with hearing impairment will be distracted quickly because they can't hear clearly. Moreover, because deaf students mainly observe things through vision, and vision can't pay attention to multiple stimuli at the same time, attention to different things must be put in the first place. In other words, when you look at this clearly and then look at that, this is the shift of attention. Ordinary students can pay attention to multiple stimuli at the same time with the help of vision and hearing, which is the distribution of attention. For example, teachers in ordinary schools often explain while writing on the blackboard, and sometimes read the text while walking. In this regard, ordinary students can take notes while watching. Hearing attention, visual attention and kinesthetic attention pay attention to different objects at the same time. Faced with these teaching scenes, it is difficult for deaf students to do it. They saw the words written by the teacher on the blackboard, but they couldn't see the teacher's mouth and didn't hear what the teacher said clearly. Therefore, teachers who have deaf students in regular classes should take care of their attention characteristics. \x0d\ 3。 Memory characteristics of students with hearing impairment. \x0d\ The perceptual characteristics of hearing-impaired students determine that there are more visual, tactile and moving images left in their minds than auditory images. Intuitive things are quick to remember, well kept and easy to recall, but for language materials, they are not easy to remember and reproduce incompletely. Because the phonetic representations left in their minds are often intermittent and vague. In particular, hearing loss seriously affects people's feelings about language rhythm and tone. The beauty of rhythm and tone of language plays an important role in memorizing language materials. It is difficult to remember language materials by reading aloud on the basis of understanding, which is irreplaceable by visual memory. Therefore, hearing-impaired students who lack hearing help often feel bored when memorizing language materials, with more mechanical memory and less meaning memory. \x0d\ 4。 Linguistic features of students with hearing impairment. \x0d\ Language is a tool for human thinking and communication. You can't adapt to normal social life without mastering spoken English. The lag of language formation and development caused by hearing impairment is one of the most important defects in the psychological development of hearing-impaired students. The language defects of hearing-impaired students are mainly manifested in three aspects. First, the language development of hearing-impaired students is seriously behind the physical development, which is obviously different from that of ordinary students of the same age. Children usually begin to learn to speak at the age of 1, and by the time they go to school, their spoken language has already taken shape. However, most hearing-impaired students have not formed their own spoken English when they go to school. Even the deaf children who have been trained by hearing and speech rehabilitation class have not fully formed their language development, and they need constant training from teachers and parents. These hearing-impaired students form their oral English late, which will affect their written language learning. Second, their language formation is out of sync with their life experiences. Hearing-impaired students are exposed to many life phenomena every day since they are sensible, but the words (languages) that express various life phenomena are not heard and learned at the same time, resulting in more things to see and less things to say. There is a serious disconnect between the first signal of the visual stimulus and the second signal representing the visual stimulus. This is very different from the learning and language formation of ordinary children in life. Third, the level of language development is different, and the difference is significant. Some hearing-impaired students in regular classes have received training in rehabilitation centers or classes, and their speech is relatively clear and rich, with no obvious gap with ordinary students; Some people don't speak clearly and use monotonous words; Some people can't even speak, but express their ideas through some gestures in a lively way. \x0d\ 5。 Thinking characteristics of students with hearing impairment. \x0d\ The thinking development of hearing-impaired students, like ordinary students, follows the law from concrete to abstract and from low to high. However, the limitation of perceptual activities and the lag of language development brought by hearing impairment also have some adverse effects on the thinking development of hearing-impaired students. First of all, the thinking level of hearing-impaired students is in the stage of intuition and visual thinking for a long time, and their thinking activities often have obvious visual characteristics. For example, when they use words, they write the plane as "empty plane" and the popsicle as "an popsicle". Secondly, for ordinary students of the same age, their development of abstract thinking ability is slow. Restricted by the low level of language, the components and functions of language participating in the thinking process are correspondingly less. For example, it is difficult for hearing-impaired students to divide the text into meaningful paragraphs and summarize the central idea, because it requires certain generalization ability. Some hearing-impaired students can't fully express their reasons even if they divide meaningful paragraphs, because their language is not enough to guide and summarize their thinking process and results. \x0d\ III。 Special needs of students with hearing impairment. \x0d\ The characteristics of hearing impairment and psychological activities of hearing-impaired students require that school education and teaching should be adapted to them. Ordinary schools are different from deaf-mute schools, so how to take care of the special needs of hearing-impaired students according to local conditions in the conventional learning environment. \x0d\ 1。 Two kinds of signal systems need to be combined in teaching activities. \x0d\ General psychology tells us that all kinds of conditioned stimuli acting on people are divided into two systems: one is all the real things that directly act on people and their temporary connections, which is the first signal system; The other is word and word-based connection, which is the second signal system. The second signal system is a human-specific signal system. \x0d\ As mentioned above, the language formation and development of hearing-impaired students lag behind their physical development and are out of sync with their life experience. That is to say, when hearing-impaired students receive one specific stimulus after another, the words reflecting these specific stimuli do not act on them at the same time. Then, when words act as a stimulus on hearing-impaired children, they can't relate words to the specific things reflected by words and don't understand the meaning of words. The disconnection between the two signal systems caused by hearing impairment is often manifested in hearing-impaired students. For example, after a teacher talked about a simple addition application problem in classroom teaching, there was no problem with the calculation of a hearing-impaired student in the class. But he refused to start calculating and pointed to the word "basket" in the question to see the teacher. The teacher realized that the student didn't know the meaning of the word "basket". As an ordinary student, you may not have learned the word "basket", but you have heard the sound of this word and seen it in your life. Therefore, when you hear the sound of "basket" while reading the topic, you can immediately associate the image of the basket and understand the meaning of the word. It can be seen that words that are not a problem for ordinary students constitute many problems for hearing-impaired students. If such problems are not solved in time, they will form obstacles to the application problem teaching of hearing-impaired students, and their math scores will gradually decline. \x0d\ In order to help the hearing-impaired students gradually overcome the problem of disconnection between the two signal systems, teachers should pay attention to the hearing-impaired students' understanding of the content of the textbook before, during and after class, and know what they don't understand. In this way, students can be guided to observe activities in the preview and review stages, and they can be guided to know all kinds of basket objects before lectures, and they can also prepare basket objects or pictures to show in class. It is also necessary to check the hearing-impaired students' mastery of the learning content through retelling, homework and other practical links. If deaf students really understand the content of the textbook, they can try to repeat what they have learned in their own language, or they can complete classroom exercises and homework independently. Therefore, teachers should not only check the written homework of hearing-impaired students, but also pay attention to cultivating their oral expression ability and arranging and checking oral homework. \x0d\ 2。 It is necessary to cultivate the language expression ability of hearing-impaired students in teaching activities. \x0d\ Deafness of hearing-impaired students depends on medicine, and language defects are compensated by teachers. Hearing-impaired students studying in regular classes should also develop morally, intellectually, physically, aesthetically and laboriously. To achieve this educational goal, they must improve their language understanding and expression ability as soon as possible. If hearing-impaired students can't understand classes, books, speaking and writing, ideological education, cultural and scientific education and labor and technical education can't be carried out smoothly. Therefore, language training for hearing-impaired students is a necessary prerequisite for carrying out various educational and teaching activities. X0d education and teaching activities should be combined with the development of hearing-impaired students' language ability, emphasizing that every teacher and every course in the ordinary school where the hearing-impaired students are located has the responsibility to teach them languages and compensate their language defects. Teachers of all subjects should train the hearing-impaired students according to the contents of the courses taught to develop their languages. We can't just treat the compensation for language defects as a matter for class teachers, Chinese, mathematics and other teachers. Students with hearing impairment often come into contact with teachers, which is an excellent opportunity to practice their listening and enrich their language. Teachers should seize these opportunities. For example, the drawing teacher can let the hearing-impaired students know and say all kinds of colors and figures, and the teacher physical education class can teach them to name all kinds of sports equipment, games and sports. Teachers must not think that operational learning content can be understood at a glance, and they can do more and talk less. If so, it will cause deaf students to imitate and cannot express what they have learned in complete and accurate words. \x0d\ To cultivate the language ability of hearing-impaired students, it is also necessary to combine in-class and extracurricular activities, and cooperate with subject courses and activity courses. Many phenomena encountered in extracurricular activities and daily life are not learned by hearing-impaired students in books and cannot be expressed in words. This requires teachers to pay attention to using various occasions and activities to teach deaf students words at any time and constantly enrich their language. \x0d\ 3。 Provide suitable hearing AIDS for students with hearing impairment. \x0d\ Hearing AIDS can improve the hearing condition of hearing-impaired people by enhancing the intensity of sound. All disabled children should wear appropriate hearing AIDS. In this way, learning to pronounce and speak by hearing and obtaining all kinds of sound information will undoubtedly contribute to the formation and development of language, the normal development of psychology and the regular learning in the ordinary school environment. \x0d\ There are more and more kinds and styles of modern hearing AIDS, and the choice of functions is more and more complete. For example, personal hearing AIDS include box, behind-the-ear, in-ear and cochlear implant. There is also a wireless FM hearing aid for teachers and students. Its microphone (microphone) is attached to the teacher's clothes, and the earphone (receiver) is worn on the head of the hearing-impaired students. No matter where the teacher speaks, whether facing or facing backward, the teacher can hear the hearing-impaired students, which reduces the limitations of the teacher's teaching. \x0d\ When choosing a hearing aid, be sure to go to the hospital's otology department or hearing aid store and hearing and speech rehabilitation Center. The otologist and audiologist will do a hearing test and guide you to choose. Don't buy at random in general medical equipment stores without hearing examination. \x0d\ For hearing-impaired students who wear hearing AIDS to school, teachers should guide them to use and care for hearing AIDS correctly, and help students regularly check whether the hearing AIDS have electricity and normal performance. With the development of children's body, the external auditory canal will become longer and larger, and the earplugs and ear molds of the original hearing AIDS are no longer suitable, so they should be reconfigured regularly. \x0d\ 4。 Actively use sign language in education and teaching activities. \x0d\ Hearing-impaired students studying in regular classes can't all be slightly deaf, and all have received pre-school rehabilitation training. Some students who are severely deaf or even completely deaf and those who have not received rehabilitation training will also study in ordinary classes nearby. Even if the hard of hearing children wear hearing AIDS, students who have received rehabilitation training can't adapt to the oral teaching environment of ordinary schools immediately when they first enter school. Therefore, it is necessary for teachers in ordinary schools to learn some common sign language in class and use natural sign language in life to help deaf students understand words and teaching content. \x0d\ The use of sign language in education and teaching activities has three meanings. First, when the language communication between teachers and students is blocked, sign language is used. That is to say, when students with hearing impairment can't understand in spoken and written language, but it is possible to make them understand through the demonstration of sign language, they should use sign language in time. Second, using sign language as an auxiliary means, sign language images are easier to understand than audio language. Therefore, the use of sign language can help deaf students learn and understand the language, and make sign language play the role of "crutch" and "bridge". Thirdly, bilingual teaching can be carried out, that is, teachers can speak spoken English and sign language for the deaf at the same time in the teaching process. Even if sign language is used, teachers should pay attention to the combination of mouth, written language and related pictures and objects, so that deaf students can truly understand the meaning of sign language movements. I hope I can help you.