1. Understand mathematical language from mathematical terms closely related to students' life.
Language is a tool of thinking, and students with hearing impairment lack the ability to talk to normal people because of hearing impairment. Therefore, deaf children should pay attention to make up for this defect from the beginning of school and develop their language through various teaching activities. For example, in the preview class, we should start with the common words in life such as "up and down", "size", "how much", "length" and "yes and no" to cultivate students' speaking habits and abilities. However, math class is different from Chinese class after all, and the language of math class is arranged around the completion of math teaching tasks, so we should proceed from reality and gradually improve the requirements in teaching. To develop students' language, we should pay attention to cultivating their habit of speaking completely. For example, complete practice of reading formulas should be carried out frequently, and the habit of paying attention to complete speech should be formed from an early age.
Second, increase the operation of learning tools, so that students can repeat and understand mathematical knowledge in the operation.
An important feature of mathematics is abstraction. However, the thinking characteristics of hearing-impaired students are mainly figurative thinking, while retaining the form of intuitive action thinking. In teaching, we should make full use of the demonstration of visual teaching AIDS and the operation of learning tools to cultivate deaf students' mathematical language. In teaching, we should pay special attention to guiding students to observe and operate, and learn with various organs. When guiding students to operate, we should pay more attention to let students describe the operation process in an orderly way with mathematical language, express the thinking process of acquiring knowledge, and organically combine hands-on operation, brain thinking and verbal expression, so as to promote the effective transformation of perception into internal intellectual activities and achieve the purpose of deepening the understanding of mathematical knowledge.
For example, when learning the composition and decomposition of numbers within 10, students are required to operate learning tools (sticks, disks, triangles, etc.) every time they learn the decomposition and synthesis of a number. They carry it with them, saying "how much is divided into several" and "how much is combined into several" while doing it, so that students can do it. Another example is to learn carry addition within 20. Students divide the small ones into several ones through the operation of sticks, especially when the big ones differ by more than ten. Through the practical operation of bundling ten, students have a thorough understanding of arithmetic. Because everyone has done it, it is clear when retelling the calculation process, and the ability of mathematical expression is also cultivated unconsciously.
Third, teachers demonstrate that students can learn math language imperceptibly.
The language of a math teacher should be an example for students. Because deaf students have strong imitation ability, teachers' mathematical language directly affects students' mathematical language. Therefore, in teaching, teachers should purposefully provide students with accurate language patterns and let students know how to express themselves in an orderly way.
For example, "There are 8 students in Grade One, 9 students in Grade Two, and how many students in Grade One?" How to find the number of students in two grades? Teachers can analyze the known conditions and problems of this topic after reading, and then provide students with a thinking mode in sign language: "the combination of senior one and senior two" (indicating the combination of senior one and senior two with both hands). The teacher then asks the students to learn from the teacher's statement, try to say it by themselves, and then find a student with strong expressive ability to show it to everyone (sign language plus oral English). Individual students speak incompletely, so teachers can demonstrate and students can learn to express themselves.
Fourthly, use intuitive graphics to cultivate students' ability to look at pictures and speak.
Hearing-impaired students are very interested in colorful and intuitive pictures, which often stimulates students' strong desire to express themselves. In teaching, teachers should make full use of these pictures, guide students correctly, and let students train mathematics language in the process of expressing pictures and meanings. Because mathematical language is abstract, an accurate understanding of mathematical language can only be gradually formed in the process of continuous application. Therefore, in the process of expression, students may have poor language and improper use of words. At this time, teachers should patiently guide students, so that they will never dare to speak or speak again, and gradually transition from the natural language of hearing-impaired students to the standardized and accurate mathematical language.
For example, at the beginning of learning picture application questions, we should pay attention to cultivating students' observation ability: what is drawn in the picture? What mathematical information did you find? What math questions would you ask? Then train the students to describe it in three sentences: What does the picture tell us? What do you want us to ask? After such a long training, students can completely describe the scene map or the problems presented in life in spoken English, and students naturally understand that a complete problem must include two elements: known conditions and problem solving, which are indispensable. Mathematical expression ability is also cultivated in repeated description.
Fifth, train students' language expression ability to solve problems.
In mathematics teaching, students should not only answer questions correctly, but also tell the thinking process and problem-solving ideas. By talking about solving problems, we can cultivate students' rational and orderly thinking and improve their mathematical language expression ability.
Such as: teach 7+4=? Students should not only calculate, but also describe how to calculate in an orderly way. It can be described as follows: when you see 7, you think of 3. Divide 4 by 3 and 1, 7 and 3 form 10, and 10 is added to 1 to get 1 1. This not only trains students' language expression ability, but also clearly sees students' thinking when calculating. In addition, you can also combine pictures and formulas to guide students to tell: there were seven pencils, and then there were four more. How many pencils are there now? In this way, the order of "original … now ……" not only permeates the structure of simple application problems, but also further permeates the meaning of addition, especially cultivates students' initial logical thinking ability. Another example: there are 124 peach trees in the orchard, 12 pear trees are less than half of peach trees, and five apricot trees are twice as many as pear trees. How many apricot trees are there in the orchard? Ask the students to say, "according to the meaning of the question, how many apricot trees do you need?" You should know about pear trees first. " From the meaning of the question, we can know that the number of pear trees is calculated by the number of peach trees, so we should calculate the number of pear trees first, and then the number of apricot trees. Then the teacher can ask again: "How to find the number of pear trees? What conditions can I ask for? How to find the number of apricot trees? " Such regular thinking training can not only effectively improve students' problem-solving ability, but also cultivate students' mathematical language expression ability.
Sixth, provide students with opportunities to apply mathematical language step by step.
Hearing impaired students enter the campus from home. They have no language foundation. They should be good at guiding in teaching. They should start from the age characteristics and thinking characteristics of hearing-impaired children, fully consider their acceptance ability, strengthen intuitive teaching, and inspire them to think with languages and demonstrations that students can easily accept. Children are often interested in creating scenes, and through various methods and strategies, mathematics teaching is advocated to be lively and interesting, making teaching attractive, promoting students' curiosity and learning simple mathematical terms.
In short, students should be given the opportunity to speak in teaching, so that students can be liberated from the passive position of "the teacher speaks and the students watch (listen)". Let students master, accumulate, innovate, develop their thinking and grow in expression.