First, capture the moment, conform to the spontaneous interest of deaf-mute students, and improve their interest in learning.
Deaf-mute students, like normal children, have a strong instinctive desire to explore the unknown, and they will seize any tiny detail to satisfy their thirst for knowledge. However, due to hearing and language barriers, many times, their behavior will make us think that they have deviated from the teacher's guidance. When we want to accuse them of being "naughty" and "disobedient", we might as well look at the problem from another angle. Those are the processes in which they give full play to their freedom of learning with their own interests, which also means that deaf-mute students have active interest in learning, so we can seize their interest and improve their interest in learning.
In the process of teaching "knowing graphics", a deaf-mute student pointed to the national flag outside the classroom and gestured: Is that a rectangle? So I took him to find a rectangle outside the classroom, and the learning atmosphere suddenly rose. He can not only find other rectangles in his life accurately, but also find squares, circles and triangles ... so he will be moved by students, take advantage of the situation and seize fleeting educational opportunities. The efficiency of a class far exceeds the teaching plan.
Second, with the help of multimedia, give full play to the visual advantages of deaf students and improve their interest in learning.
After hearing and language ability of deaf-mute students are damaged, vision plays an important role in compensation, and deaf-mute students can't live without their eyes all the time. Some psychological experiments at home and abroad show that the visual perception speed of children with hearing and language impairment is relatively fast. In visual perception activities, there is no significant difference between their visual perception ability and that of healthy children.
Multimedia-assisted teaching makes the situation not limited by time and space. It integrates pictures and sounds, and combines dynamic demonstration with static pictures, which can effectively mobilize the visual senses of deaf-mute students, participate in learning activities and improve their interest in learning.
In the first year, I taught math application problem: "Xiaoli has 15 peaches. I ate seven peaches, how many are left? " Deaf students don't know what "stay" means in this kind of application problems because of hearing impairment and lack of language. At this time, I used multimedia courseware to demonstrate: put out the picture of 15 peach for deaf-mute students to observe and see what has changed. Then demonstrate "eating seven" to guide students to understand the change of pictures, so that deaf students can clearly, clearly and thoroughly see the whole change process under the demonstration of multimedia courseware, and easily turn practical problems into mathematical problems, and then analyze the quantitative relationship in connection with the significance of subtraction, so that deaf students can easily say that the required "surplus" is 15 MINUS 7, and calculate by subtraction.
Third, set up games to arouse the enthusiasm of deaf students and improve their interest in learning.
Mr. Chen Heqin, a modern educator in China, once pointed out that games have the function of integration. In the game, you can fully exercise children's bodies, enrich their imagination, relieve their nervousness and experience the fun of activities; Games are children's favorite activities. Games are an important life for children. Children can get twice the result with half the effort by learning in games and activities. Children's courses are the easiest to be gamified, and gamified courses are conducive to the healthy development of preschool children. I often organize deaf-mute students to play games in math classroom teaching. The combination of games and mathematics teaching creates a happy learning atmosphere, so that deaf students can play in middle school and school. In this way, classroom teaching has received good teaching results.
When teaching the math application problem of "seeking one number more (less) than the other", organize students to play games such as "bouncing the ball". For example, after two students shoot the ball, they ask questions and guide the students to solve them. "In the racquet competition, Xiaoming shot 15 and Xiaohua shot 12. How many times did Xiaoming shoot more than Xiaohua?" Deaf-mute students experience the happiness of success by solving math problems in games. In order to solve the problem of "surplus", the deaf students in the class are organized to play the game of "Eagles Catch Chickens", and the teacher will set a question: "Hens have 18 chicks, 9 of which are caught by eagles. How much is left? By catching different numbers of chickens and training more chickens, they will unconsciously consolidate and master the knowledge they have learned during the game.
The integration of games into mathematics teaching has improved deaf-mute students' interest in learning, and students enjoy it and learn something.
Fourth, contact with life, strengthen the mathematics practice of deaf-mute students and improve their interest in learning.
Mathematics is abstracted from the real world. In teaching, teachers must closely contact familiar scenes and things, people and things, study and life according to the physiological and psychological characteristics of deaf-mute students and the characteristics of teaching materials, and provide concrete examples in social life for deaf-mute students, so that deaf-mute students can feel that mathematics is everywhere in their lives, thus stimulating their interest in learning. For deaf-mute students, they spontaneously feel that "the application of mathematics in life" is hazy, superficial and even ignorant in their daily life. Therefore, in teaching, we should try our best to make deaf-mute students feel and process mathematics knowledge in life, guide deaf-mute students to solve life problems with mathematics knowledge, and let deaf-mute students highlight the application value of mathematics in real life when they experience the success of applying mathematics to solve practical problems, cultivate their practical ability and improve their interest.
When teaching the understanding of RMB, through teaching feedback, I found that deaf-mute students aged nine to ten can understand RMB yuan and angle, but it is difficult to convert RMB yuan and angle, so I created a game scene. First, cut out the banknote insertion diagram at the back of the textbook and make it into a banknote card (with yuan and angle); Then prepare some props or items as commodities and turn the classroom into a supermarket. Some students play salespeople, some students play customers, and the teacher will guide the students on how to shop, how to pay, and see who is the master of financial management. In the game, students easily mastered the conversion of RMB yuan and jiao.
In this way, it is easy for deaf-mute students to learn and master knowledge by making mathematics teaching alive. When the deaf-mute students are presented with questions compiled from familiar materials in class, they will feel very cordial and find that mathematics is around them. Through the application of this interesting mathematics link in teaching, their enthusiasm and initiative in learning are enhanced and their interest in learning is improved.
In short, interest is the best teacher. Aiming at the special group of deaf-mute students, I talked about four ways to improve deaf-mute students' interest in learning mathematics, so that they can learn mathematics happily in games and use mathematics flexibly in their lives.