China library classification number G424.2 1 document identification number a

The article number is1004-0463 (2016) 04-0076-01.

Compared with ordinary children, deaf students have more differences within and between individuals, which leads to their special needs in education. Therefore, as a teacher in a deaf school, we should establish a modern special education concept based on deaf students. In teaching, we should fully respect the diversity, uniqueness and differences of deaf students, give them personalized education to the maximum extent, emphasize meeting the greatest needs of each deaf student, pay attention to the cultivation of deaf students' personality and explore their potential, respect their differences, adapt to and make use of their differences, and thus promote the healthy development of deaf students. Below, the author talks about his own views in combination with his work practice.

First, make a scientific and reasonable personalized education plan.

Making personalized education plan is the premise of implementing personalized education. Individualized education plan is an education plan for every child according to the physical and mental characteristics and actual needs of deaf students. This plan is completed through personalized teaching. To make a personalized education plan for each hearing-impaired child is to choose the most suitable curriculum and teaching content and the best teaching method on the basis of analyzing the individual differences of each child, aiming at the differences of students and the special needs of individual development, and strive to ensure that children can gradually realize their development goals.

We should pay attention to three aspects when making personalized education plan: First, take hearing-impaired students as the main body and pay attention to their special needs. Personalized teaching advocates that teaching should meet the needs of students, and requires teachers in deaf schools to organize teaching according to the characteristics and needs of students, pay attention to giving full play to students' main role, set teaching objectives according to the special needs of different students, choose teaching content, organize teaching activities and control learning speed. Secondly, it is necessary to implement diagnostic evaluation and master the current situation of hearing-impaired students. Teachers should design teaching objectives suitable for each student's physical and mental development according to their knowledge accumulation and existing ability level. This teaching goal should be comprehensive, practical and operable, and it must also be concrete and measurable. Finally, it is necessary to determine the appropriate teaching content. Personalized teaching requires teachers to determine the teaching content according to the interests, needs and abilities of hearing-impaired students. In the same class, due to the different degree of hearing disability, the learning content is also different. For example, students with hearing loss can learn spoken English, while students with total deafness mainly use written language.

Second, the purposeful implementation of personalized teaching in classroom teaching

The main position of "teaching students in accordance with their aptitude" is classroom teaching. The implementation of individualized education plan depends on individualized teaching. Therefore, in the usual teaching, teachers should adopt various teaching methods according to the goals set for different students in the personalized education plan to stimulate students' interest in learning to the maximum extent. For example, word teaching, looking at pictures with word cards is a relatively simple link, so students from Class C are invited to participate. For the students in Class B, we should organize them to look at pictures (listen), so as to further cultivate their dual abilities of understanding and seeing (listening) words. Class A students with strong ability can ask to say (write) sentences with pictures or words. On the premise of laying a solid foundation for each student, the difficulty of learning tasks should be gradually improved according to the students' learning ability until students' thinking is dispersed and their language ability is improved. However, due to the individual differences of students, it is not enough to rely solely on collective guidance. Therefore, in teaching practice, individual guidance is given according to the teaching content and the actual situation of students, which is embodied in the stratification of practical design. When designing class C students' classroom exercises, we should design basic exercises with low starting point, dense steps and small gradient, let them do some basic problems similar to classroom examples under the guidance of teachers, check their mastery of basic knowledge, promote the internalization of knowledge and achieve the basic goal of learning. For class B students, design developmental exercises to test their ability to master and use knowledge by practicing some topics that are slightly different and slightly developed than the teaching content. For Class A students, we should deepen our understanding of concepts, use concepts flexibly and skillfully, and pay more attention to thinking methods and ability training.

Third, do a good job in teaching evaluation in time and constantly revise the personalized education plan.

Individualized teaching evaluation is an indispensable part in the teaching process. The purpose of evaluation is to let teachers get the information of students' learning effect in time, so as to adjust the next teaching task at any time. Analyze students' learning results at any time, constantly revise and constantly improve personalized teaching. According to the conventional requirements, the evaluation of personalized education plan is divided into two types: one is stage evaluation and the other is semester evaluation.

1. Phase evaluation. Stage evaluation is to regularly monitor and control the changes of hearing-impaired students in the process of implementing personalized education plan. Stage evaluation can monitor the progress of the plan from the following aspects. (1) Whether the individualized education plan accurately reflects the actual needs of hearing-impaired students. (2) Whether the short-term goals can be achieved as scheduled. (3) Whether the teaching strategies and methods are effective. (4) Whether there is any new situation in the development of hearing-impaired students. (5) Whether teachers have difficulties and suggestions in the process of implementing personalized teaching plan.

2. Term evaluation. At the end of the individualized education plan, the semester evaluation is the final evaluation and appraisal of the realization of the whole plan, and a written report is written to help formulate a new round of individualized education plan for the next year. There are two tasks of term evaluation: one is to answer the question of what to do next after hearing-impaired students have achieved all their long-term goals, and give suggestions on students' new learning needs and how to meet their learning needs; Second, when students' long-term goals are not achieved, they should explain the reasons for not achieving them. This needs to analyze and check every link of the personal education plan one by one, see where the problems are, and finally put forward improvement plans and suggestions.

Editor: Guo Yujia