Group teaching activities are planned and targeted activities that teachers choose teaching content and design teaching activities according to children's age, physical and mental characteristics and certain teaching objectives and principles, and lead children to jointly carry out. Group class teaching is the main position for hearing-impaired children to master information, learn knowledge and skills and communicate, which can enable them to acquire knowledge, enhance experience, enrich language and promote sustainable development.
How to better promote the language development of hearing-impaired children in group teaching activities, the author puts forward the following suggestions.
1 Create a harmonious and relaxed language atmosphere and reduce the language learning pressure of hearing-impaired children.
Every hearing-impaired child has different listening level, language level, personality psychology, acceptance ability and learning advantage. In teaching, teachers should respect the individual differences of hearing-impaired children, emphasize the vertical comparison of individuals and downplay the horizontal comparison between groups. For hearing-impaired children with weak language skills, teachers can adopt guiding methods, such as providing appropriate opportunities, contents and methods of expression, selecting content that interests them to trigger topics, and guiding and encouraging them to express. Teachers create a good language atmosphere for hearing-impaired children, which can reduce the pressure on hearing-impaired children to learn languages and let them learn languages in a relaxed atmosphere.
Create a relaxed and happy language environment for hearing-impaired children who dare to speak, want to speak and speak.
Language ability is developed in the process of application. The key to developing children's language is to create an environment in which children want to speak, dare to speak, like to speak, have the opportunity to speak and get positive response. Correctly grasping various factors that are beneficial to the language learning of hearing-impaired children, making reasonable educational goals and choosing appropriate language education contents and methods can maximize the language ability of hearing-impaired children.
2. 1 In daily activities, teachers create various language environments for hearing-impaired children and encourage them to have the desire to speak.
2.2 Provide hearing-impaired children with various opportunities to express themselves and enhance their desire to express themselves boldly. Teachers should provide hearing-impaired children with opportunities to practice speaking, and constantly revise, supplement and improve their pronunciation, words, sentence patterns and grammar in practice, so as to help them express their ideas correctly and promote language development. Every Monday, "My Weekend" can be used as a topic to let children talk about where they went and what they did at the weekend. See what? What happened? What are your experiences and gains? Tell your personal experience to colleagues and teachers, and other colleagues have enriched their language and gained knowledge in the process of listening.
2.3 Let hearing-impaired children speak clearly, completely and clearly on the basis of speaking, daring to speak and wanting to speak. Narrative activity is a common language education activity in kindergartens, and it is the main form to cultivate children's independent thinking and improve their storytelling ability. Teachers should encourage hearing-impaired children to express their thoughts and feelings boldly and clearly, describe simple things or processes as much as possible, and cultivate their awareness of independent thinking and complete expression, so as to develop their language expression ability and thinking ability.
Make full use of every link in daily life and consciously carry out language education activities for hearing-impaired children.
Language education in kindergartens is a purposeful, planned and organized process of language education for young children. It is an effective way to achieve the goal of language education, an implementation link to organize and deliver the content of language education, and a concrete means to implement the task of language education.
Language training is everywhere. The most effective method of language training is to learn language in activities in various fields. Teachers should guide hearing-impaired children to observe life carefully, make careful preparations in combination with reality, teach them language expression methods through demonstrations and tips, and fully mobilize their various senses to observe and think. This not only cultivates their language expression ability and observation ability, but also exerts their imagination and creativity.
Mastering questioning skills and developing the language of hearing-impaired children
Questioning is a form of communication between teachers and hearing-impaired children, and it is also an important means to activate and expand their thinking and develop their language. In teaching, teachers should avoid inefficient questioning and design questions from the perspective of hearing-impaired children, specifically from the following aspects.
4. 1 Ask enlightening questions. Teachers often ask questions like "yes or no" in the process of asking questions. This kind of question is too simple, and hearing-impaired children will answer it mechanically and without thinking; Too complicated questions will start without thinking, which will dampen children's enthusiasm for learning. Therefore, questions should consider not only the age characteristics of children, but also the cognitive level of children, so that the questions are enlightening, enlightening, hierarchical and progressive, and guide children to actively explore.
4.2 Ask questions with imagination. Teachers should design interesting and suspenseful questions to keep hearing-impaired children in an exploratory state. Teachers should grasp the factors that are beneficial to the imagination of hearing-impaired children, guide them to think positively and expand their imagination, thus promoting language development.
4.3 Ask questions openly. "Thinking" originates from "doubt". The core of thinking is innovation. Learning is constantly innovating in the process of thinking. Therefore, in the teaching process, the questions raised by teachers should help to cultivate the creative thinking of hearing-impaired children, expand the depth and breadth of their thinking, and make them think in different directions and angles in an all-round and multi-level way. Teaching should not only pay attention to whether there are correct answers, but also pay attention to the thinking process, so that hearing-impaired children can cultivate their ability to think independently and solve problems in analysis, discussion and debate.
Make full use of various environments to develop the language of hearing-impaired children.
Life is an ocean of knowledge, and rich life content and activities are the source of language for hearing-impaired children. It can not only give people all kinds of information and stimulation, but also promote language communication. Therefore, teachers should put hearing-impaired children in real life situations, enrich their life experiences and enrich the content of their expression and communication. In this way, the child will have something to say and have something to say. Teachers can arrange practical activities for hearing-impaired children every semester, such as going to the zoo, going to the park to experience the four seasons, eating hamburgers in fast food restaurants, making full use of what children are interested in, so that hearing-impaired children can know things in practice and let them talk about what they see, hear and feel.
6. Develop the habit of listening and develop the language understanding and expression ability of hearing-impaired children.
The Guiding Outline of Kindergarten Education points out that it is necessary to cultivate children's habit of paying attention to listening and develop children's language understanding ability. Hearing-impaired children have small vocabulary, limited grammar knowledge and poor, incomplete or even inaccurate language. Teachers should set an example for hearing-impaired children through their own standardized language, so that hearing-impaired children can imitate learning naturally in a good language environment. The teaching methods of watching, listening and speaking can be adopted in teaching. At first glance, it means that teachers provide concrete images to guide hearing-impaired children to observe, and at the same time teach children the order and methods of observation. Second, listening refers to the teacher telling in simple language and guiding the hearing-impaired children to listen. Teachers should leave room for children to develop and expand when telling stories. Three stresses means that hearing-impaired children learn to speak in rich, coherent, complete and creative languages on the basis of watching and listening.
Learning to listen is an important way for hearing-impaired children to learn language. Listening carefully can promote them to understand the language, and then improve their language expression ability.
In short, teachers must adjust their roles in group teaching activities. Teachers are not only the imparting and imparting of knowledge, but also the creator of a good teaching environment, the provider and guide of communication opportunities. Only in this way can hearing-impaired children learn meaningful language and use it flexibly in life.