After deaf children enter school, learning has become their main task. Most deaf children lack preschool education. After entering the new environment, they show many maladjustments in learning attitude, learning methods, learning environment, physical and mental health and so on. There are many problems, which need special guidance from schools and teachers to help them improve their learning adaptability and eliminate obstacles in learning adaptation. So as to improve the learning effect of deaf students.

Second, the learning adaptability of deaf students problems

Deaf children have entered a rigorous and standardized campus environment from a relaxed and comfortable family environment, and there are many maladjustments in all aspects, mainly in the following aspects:

1, fear, anxiety, nervousness, inferiority, bigotry, stubbornness, timidity and negative personality tendency are easy to appear in study and life.

2. Poor learning attitude, poor learning consciousness, initiative and enthusiasm.

3. Improper learning methods, poor study habits and low learning efficiency.

4. Poor ability to live independently.

5. Poor interpersonal skills, self-centered, overbearing and aggressive.

Third, the causes of learning adaptability of deaf students

1, hearing impairment

Due to the influence of hearing impairment, deaf students' perception and acceptance of things are more general and imprecise, and their attention is not lasting and stable. They are prone to psychological defects and obstacles, forming self-centered behavior, poor psychological compatibility and serious vigilance.

2. The influence of family. Parents of deaf students don't care enough or too much about deaf children's learning, lack confidence in deaf children's learning, and the family atmosphere is tense and indifferent. The disharmony among members will cause psychological pressure to deaf children, making them feel fear, anxiety and insecurity.

3. The influence of the school. Lack of healthy learning atmosphere in study or class. The interpersonal relationship between deaf children and teachers, deaf children and deaf children is not harmonious, and the teaching methods of teachers are improper.

4. Social impact. The social environment is complex and harsh, the relationship between people is indifferent, deaf children are not respected and cared for, and there is discrimination and unfair treatment.

Fourthly, strategies to improve the learning adaptability of deaf students.

(1) Optimize the learning environment and create a relaxed and pleasant learning atmosphere for deaf students.

1. Create a harmonious family environment. Families should try their best to create a harmonious and happy family environment for deaf children, treat their study and life correctly, and parents should also care and considerate deaf students with fiery hearts and warm love, educate them properly in appreciation, cultivate their confidence and courage in life and study, and let them feel the warmth of the family from the heart.

2. Create a good campus and class environment. A good campus and class environment is not only an important factor for the healthy growth of deaf students, but also an important condition for the formation and development of their personality. Schools should create a healthy cultural atmosphere for deaf children. For example, greening the campus environment, making the campus pleasing to the eye, posting portraits of celebrities on the campus, and holding talent columns for students; Schools should change teachers' attitude towards education and teaching, enrich the content of education and teaching, coordinate the relationship between teachers, teachers and students, deaf students and deaf students, and jointly create a good learning atmosphere of unity, truth-seeking and progress.

(B) training deaf students' ability to live independently

The ability to live independently is also the ability to take care of yourself. Learning to live and do things can solve various problems in life independently, which is the basic ability that deaf students should have for a smooth transition from family life to school life.

1. Cultivate the self-care ability of deaf students. First of all, deaf students are required to do their own thing. According to the age characteristics of deaf students, teachers ask them to do what they can in their daily lives, such as eating, dressing, sorting out their daily necessities and school supplies for deaf students in lower grades, and asking them to learn to wash clothes and quilts for deaf students in higher grades. Secondly, teachers should trust and encourage deaf students everywhere and trust those who are willing to serve themselves. No matter what you do, you should protect their enthusiasm, affirm their advantages, help them analyze the reasons, find out the solutions to the problems, and guide them to finish voluntarily. Third, teachers should give specific guidance. Some deaf children are young and lack basic life skills, and often need the guidance and help of teachers. Deaf students will have many needs in their study and life, and these needs are the driving force of their learning behavior. When they have needs but can't do it, teachers should give timely guidance on skills and methods, so as to get twice the result with half the effort.

2. Cultivate deaf students' ability to solve problems independently. Campus life is not always smooth. Deaf students may encounter many problems. Once there is a problem, deaf students need to have correct judgment and the ability to solve problems independently. Teachers should help deaf students treat problems correctly from all aspects, help them analyze subjective and objective reasons in time, and cultivate deaf students' ability to sum up their own success or failure experiences and solve problems independently.

(C) Stimulate the learning motivation of deaf students

Learning motivation is the internal motivation to urge deaf students to engage in learning activities, which plays a role in arousing, guiding, selecting, promoting and regulating learning activities.

1, stimulate deaf students' thirst for knowledge

Deaf students will be very curious about everything around them when they arrive in a new environment. This curiosity drives them to actively seek the object of knowledge to meet their needs of understanding and learning. As teachers, we should carefully observe their interest in exploration and provide them with spiritual food in time and reasonably to meet their needs of exploring knowledge.

2. Stimulate deaf students' interest in learning

There are many reasons why deaf students are not interested in learning or a subject. Teachers should pay attention to analyze the reasons, adopt their own acceptable ways to solve specific problems, stimulate students' interest in a certain subject, guide students to form a central interest, and promote the further development of students' interest in learning.

3. Use appreciation education and example education.

Many deaf students have their own idols, which may be teachers, classmates or others. According to the individual characteristics of deaf students, teachers should constantly provide them with examples to learn from by explaining real cases around them, and encourage and help them learn from them. Teachers should affirm and praise every progress made by deaf students in their studies and encourage them to continue their efforts and strive for greater progress.

4. Conduct learning competitions appropriately.

Participating in various learning competitions can stimulate deaf students' initiative and sense of honor, stimulate their sense of competition and cultivate their interest and enthusiasm in learning. In order to get good grades in the competition, teachers should guide deaf students to learn to read relevant materials actively, study hard and make full preparations. The achievements of deaf students in the competition not only enhanced their self-confidence, but also further stimulated their interest in learning. Teachers should have a correct attitude towards the competition process and results, and guide them to make a proper summary. While fully affirming the achievements, we should also help them analyze the reasons, put forward the shortcomings, let them improve from them, and make clear the direction of further efforts.

(D) to guide deaf students in learning methods.

1. Teach deaf students to master basic learning methods.

Being able to concentrate on lectures, preview before class, review after class and finish homework on time are the basic learning methods that deaf students should learn. Teachers should pay attention to observe the learning characteristics of each deaf student, understand the deaf students' mastery of learning methods, and give guidance based on the problems and characteristics of deaf students' learning methods, so that they can really master learning methods. At the same time, with the changes of deaf students' learning progress and learning objects, teachers should also pay attention to guiding deaf students to summarize according to their own conditions, constantly improve their learning methods, improve their learning effects, and learn more content in less time.

2. Cultivate deaf students' "three hearts"

1 Focus. In order to make deaf students interested in learning, teachers should cultivate their good classroom habits from the time they enter school and teach them to fight against distracting factors (such as tension, learning frustration, etc.). ), and let them try to concentrate. They can also use rest to change their learning methods appropriately and improve their learning efficiency.

2 modesty.

Due to individual differences, some deaf students have good innate conditions, strong ability to accept new knowledge, and are praised by the surrounding areas, which is easy to produce arrogance and complacency. In this regard, teachers should educate them to know that "there is a sky beyond the sky", and combine real examples around them to encourage them to learn and communicate with examples and guide them to work hard for higher goals.

③ Perseverance

The improvement of learning ability needs the support of willpower. In the process of learning, teachers should help deaf students overcome disadvantages such as inferiority and fear of suffering in time, encourage them to persist in consulting materials when they encounter difficulties in learning, overcome learning difficulties, persistently solve learning problems, and cultivate their strong will and character.

(5) Cultivate their good study habits.

Learning habit is a stable learning behavior or tendency that students gradually form in the long-term learning process. Physiologically speaking, habit is a dynamic stereotype formed after repeated practice. Good study habits are the prerequisite for deaf students to successfully complete their studies.

1, specify the specifications.

To cultivate deaf students' good study habits, teachers should first figure out what they should do and how to form good study habits. Teachers should reasonably arrange the content and progress of education according to the age characteristics, acceptance and learning needs of deaf students, master educational skills, gradually improve the requirements for deaf students, and enrich their learning content, from low to high, every little makes a mickle. For example, for deaf students in lower grades, we should first standardize them to concentrate on lectures, observe classroom discipline, write norms, and finish homework on time; Senior deaf students should be further required to preview before class, review after class and check themselves after completing their homework.

2. Actively strengthen

After the deaf students complete their learning tasks as required, teachers should give affirmation and positive reinforcement in time to make them understand that such learning is in line with the requirements. Deaf students in lower grades can achieve their goals by encouraging language reinforcement. If necessary, you can also use certain physical rewards, such as a pencil, a small red flower, a progress prize, etc. To support the formation of their good learning behavior. With the development of learning, teachers should constantly improve their own requirements, and deaf students will be strengthened when they reach it. In this way, good study habits of deaf students can be gradually formed.

3. Overcome bad study habits

In the learning process of deaf students, bad study habits will appear repeatedly, such as inattention in class, delay in homework, lack of perseverance and so on. For these bad study habits, teachers should stop them in time once they find them. Teachers should have a correct attitude towards this, and don't complain, accuse or abuse students, let alone be impatient. Teachers should give specific guidance to deaf students, encourage and actively strengthen them, guide them to replace bad study habits with correct study habits, and unremittingly cultivate deaf students to form good study habits.

The task of cultivating students' good learning adaptability in deaf schools is arduous and cannot be completed overnight. This requires repeated practice and training. In this process, teachers should pay attention to give guidance according to the age differences, gender differences and individual differences of deaf students, as well as the learning adaptability of each deaf student, so as to improve their learning adaptability and effectively improve their learning effect.