In the process of Chinese teaching, we should give ideological education to students, constantly improve their socialist consciousness and cultivate good moral quality. "Having preliminary reading (listening) and writing ability" means to teach students the most basic language, on the one hand, to teach them the basic knowledge of language, on the other hand, to make them have preliminary reading (listening), speaking and writing ability. The former's task is to impart basic knowledge, while the latter's task is to turn knowledge into ability. Chinese teaching is to enable deaf students to acquire Chinese ability to adapt to society and daily life.
While completing the teaching and training of basic Chinese knowledge, we should pay attention to developing students' cognitive ability, thinking ability and intelligence, which is an organic unity. Developing students' thinking ability and intelligence is realized in daily teaching. Learning words and making sentences, reading pictures, speaking and writing, analyzing the text and summarizing the main contents of the text all contain the content of developing thinking and intelligence. Marx once said, "Language is the direct reality of thinking". The process of deaf students' language learning is also the process of developing their language thinking ability. For example, we can cultivate students' observation methods, observation ability and thinking ability from the relationship between "who", "what", "when" and "where".
In the process of language teaching, students should be educated in ideology and morality. Special education schools should pay attention to infecting students with the concrete images described in the text in Chinese teaching, so that they will leave a deep impression in their minds and become an example for his future actions; Educate students with the truth expounded in this article, and distinguish right from wrong by comparing their own thoughts and behaviors. The content of ideological education should also be excavated from the ideological content expressed in the text, and deepened from the aspects of wording, sentence making and material arrangement of the text. Instead of being divorced from the language and content of the text, it is better to engage in additional and arrogant empty preaching. Because it is hard to imagine that deaf students will learn the text when they still can't understand the language and words in the text and the content of the text.
At present, the Chinese teaching in some special education schools ignores the particularity of deaf students, regardless of their Chinese ability and understanding level, and the phenomenon of keeping up with the general education is still serious. This is because: on the one hand, the administrators and teachers of special education schools are mostly from ordinary schools, and they are consciously or unconsciously influenced by general education, which makes Chinese teaching in special education schools common, divorced from the reality of deaf students, and puts forward requirements, requiring classroom teaching in special education schools with the requirements and methods of general education; On the other hand, the particularity of deaf students as the object of education has not been well understood and studied. Because the most critical defect of deaf students with hearing impairment is language defect, one of the outstanding tasks of teaching in special education schools is to compensate the language defects of deaf students and form and develop their language and writing abilities, that is, listening (watching), speaking (speaking), reading and writing. Therefore, Chinese teaching in special education schools must take this as the starting point and destination. At present, language teaching in special education schools often ignores the language reality of deaf students and the characteristics of language learning. The teaching content is deep, the teaching requirements are high and the teaching gradient is large. As a result, sentence teaching is not solid, sentence group teaching is empty, and text teaching can't go up. Teaching cost is high and efficiency is low, so students' Chinese ability cannot be improved.
The reform of Chinese teaching in special education schools needs to proceed from the whole and establish macro-consciousness. This whole refers to the overall understanding of Chinese teaching in special education schools from the perspective of system theory, paying attention to the continuity of teaching and the internal connection of teaching materials, paying attention to the all-round development of Chinese ability including reading, writing, speaking (expression, speech) and audio-visual (viewing), and paying attention to the basic connection between Chinese subject and other subjects. Pay attention to overcoming the practice of seeing only the forest but not the forest, teaching only a single text or unilaterally ignoring the whole. In terms of teaching methods, we take care of our Chinese teaching with the systematic view that "the whole function is greater than the sum of some functions, rather than the simple addition of some functions", emphasize the overall atmosphere of the text, attach importance to the cultivation of comprehensive ability, and overcome the simple teaching methods from word to word, from word to sentence, from clause to paragraph. The function of the forest is not simply the sum of the functions of each tree. The formation of Chinese ability can only show its due effect from the overall function and all-round "listening (watching), speaking, reading and writing". The Chinese curriculum in special education schools embodies all the contents. Some dialogue and performance exercises are properly arranged in the text, and there are reading materials and writing training corresponding to the learned text. This is to cultivate all-round ability of listening, speaking, reading and writing through Chinese learning. Chinese is the foundation and tool of other disciplines, which has certain connection with other disciplines and can be infiltrated in teaching in time. This kind of class can talk about a lot of content, which not only improves the interest in learning, but also consolidates or relearns other knowledge in the class, which has a certain promoting effect on the formation of its comprehensive ability. Chinese occupies the most class hours and spends the most energy in special education schools, but its efficiency is not high, and students' reading and writing ability has never been fundamentally improved. This situation is really worrying, but we are gratified that there are many China teachers, especially young teachers, in special education schools. With the deepening of the reform, they have a new understanding of Chinese teaching in special education schools, fully considered the particularity of deaf students, combined with the reality of deaf students, made solid classroom teaching, compensated deaf students' language, effectively developed their reading and writing ability and improved their comprehensive quality. Groups of outstanding deaf school graduates are contributing to the construction of the motherland in their own jobs. This is the star of hope. At the same time, the principals of some special education schools have realized the reasons for the poor ability of deaf students, and are beginning to change their teaching concepts, improve teaching methods, highlight their ability, pay attention to application and improve the quality of Chinese teaching. With the further advancement of education reform, I believe that a single spark can start a prairie fire. The teaching of special education schools will also have a comprehensive improvement and development on the basis of improving the quality of Chinese teaching.