The new curriculum advocates the development and utilization of teaching resources. In fact, the most important teaching resource is Chinese textbooks. The fundamental way to improve the effectiveness of classroom teaching is that teachers should first learn and understand the text, grasp the text, make clear the teaching objectives, determine the teaching focus, and choose teaching methods that are in line with the teaching materials and the reality of deaf students. If teachers themselves don't understand the text thoroughly, don't understand the writing intention, and don't know the teaching objectives and teaching priorities, it will be difficult to help deaf students improve their Chinese literacy by relying on the text. How to write a text, what method is the best and what form is effective, teachers should have clear classroom teaching objectives. The goal should be determined according to the teaching materials, class hours and learning conditions. The implementation of three-dimensional goals in the classroom should be focused, and teachers should appropriately adjust the preset goals and generate new goals according to the dynamic development of the classroom. We should pay attention to the preset goals and generated goals, and actively carry out self-evaluation of the realization of the goals. In the teaching process of Helen Keller, teachers may spend a lot of time and energy, even some "useless work", in order to achieve different goals and priorities, design different questions for deaf students of different levels, but this is an indispensable and most important part to improve classroom teaching efficiency. This is also the inevitable need of our special education for all students.
Second, create problem situations to stimulate interest in inquiry.
In the teaching process, teachers should try their best to provide deaf students with the opportunity to explore independently, so that they can be in the situation of exploring problems, thus stimulating deaf students' strong desire for knowledge and actively exploring new knowledge. Creating problem situations is conducive to attracting deaf students' attention, enhancing their psychological pleasure and stimulating their interest in inquiry. Teachers are the creators of problem situations in the teaching process. A good problem situation can stimulate deaf students' strong problem consciousness and inquiry motivation, and cause deaf students to think positively. Mobilize deaf students' problem consciousness in inquiry, and guide deaf students to find and ask questions. Problems are the beginning of thinking, so we should pay attention to guiding deaf students to ask questions, so that deaf students can explore independently, cooperate and communicate, and try to solve problems. Problems are the beginning of thinking, and the process of solving problems is the process of creative thinking. For example, in the course "Guilin Landscape", after the deaf students put forward their own questions, I, as the instructor of the deaf students' problem-solving process, constantly encouraged them to try to solve problems through various ways such as finding information, independent thinking, group communication and video playback. This is of great benefit to inspire and improve deaf students' thinking and ability to analyze and solve problems.
Third, according to the age of deaf students, grasp the characteristics of thinking and formulate teaching methods.
Traditional classroom often only pays attention to the research and choice of teachers' teaching methods, and effective classroom teaching is the unity of teachers' teaching and deaf students' learning. At present, the commonly used methods in Chinese teaching are question teaching method and reading comprehension method. Deaf students in the lower grades of primary school are particularly interested in fresh and vivid things. Once they are interested, they will give full play to their great initiative, actively think more about some problems, and constantly develop their intelligence in the process. Therefore, drawing, writing, imitating performance, asking questions and questioning are all good teaching methods in the classroom teaching of lower grades. We should choose teaching methods according to the characteristics of different articles. The problem teaching method attaches importance to the guidance of teachers, which is more suitable for rational articles and for dealing with the lines of articles, so as to guide them. Reading comprehension method attaches importance to deaf students' self-reading since enlightenment, which is more suitable for emotional articles and teaching wonderful details of articles to learn. For example, the teacher teaches ancient poetry and can show slides. By guiding deaf students to look at poems and paintings, they can be inspired to expand their imagination and experience the beauty of ancient poetry in the artistic conception. Then, according to the characteristics of deaf students who like painting, on the basis of their general understanding of poetry, they draw with thick lines and let them introduce their own paintings. In this way, deaf students unconsciously enter the artistic conception of poetry, appreciate beauty and understand poetry, and cultivate deaf students' abilities of using their hands and brains, painting, imagination and oral communication.
Fourth, reform the traditional teaching structure and improve the effectiveness of classroom teaching.
Effective classroom teaching structure should be an organic combination of linear teaching design and block teaching design. The former represents the traditional concept of teaching design, which starts from teachers' teaching and runs through the whole class with the main line of teaching as the axis. The teaching design is rigorous and the teaching steps are meticulous, and the teaching and learning of teachers and students are more subject to the preset teaching plan; The teaching design concept represented by the latter is based on deaf students' learning and combined with "teaching block" or "learning unit" to build a classroom. A class may be "multiple" or just "one", which embodies a style of thematic learning, highlights the interaction between teachers and students in the classroom, and highlights the creation and development of curriculum resources and the dynamic generation of teaching objectives. We advocate multi-block instructional design, but we don't give up linear instructional design within a certain range.
Fifth, integrate teaching resources to improve the effectiveness of classroom implementation.
Effective classroom teaching process is a process in which teachers and students jointly develop curriculum resources. Teaching resources include text resources (textbook resources and extended reading resources), media resources and human resources (mainly teachers and students). Teachers should pay attention to the development of shared resources between teachers and students in the classroom, and pay more attention to the development of teachers' own resources.
In a word, the effectiveness of Chinese classroom teaching in deaf schools is the life of Chinese teaching. Improving the effectiveness of Chinese classroom teaching in deaf schools is a great article, and it will never happen overnight. Therefore, Chinese activities should be based on teaching materials and proceed from the reality of deaf students, so as to choose appropriate activities to organize and carry out, which is effective.