Because of hearing impairment, students in special education schools mainly rely on vision, touch and smell to perceive external things. For students in special education schools, most students can't fully master the application skills of "listening, speaking, reading and writing" in Chinese, which requires teachers to adhere to the "people-oriented" teaching concept in the daily teaching process, analyze specific problems, and find the most scientific teaching methods on the basis of considering students' different physical and mental conditions, so as to strengthen students' Chinese practice and improve their ability and level of learning and using Chinese.

First, close to students' life, improve Chinese application ability.

Mr. Tao Xingzhi once pointed out: "Life is education." Life is the source of students' learning and the extension of classroom teaching. The purpose of Chinese teaching in special education schools is to lay a foundation for students' future life. Therefore, Chinese teaching should permeate students' lives. First of all, teaching content should be close to life. Only when the textbook selection is close to real life can we stimulate students' interest in active learning and effectively shorten the distance between "learning" and "using". In this regard, many special education experts have made many useful attempts, such as no basic teaching and picking up various materials in daily life. Such as "let students keep a diary", "letters", "leave notes" and "leave notes" can all be used as learning materials. In teaching, we should consciously simulate life scenes, vividly display the objective scenes and images depicted in the text in front of mentally retarded students, so that students can be on the scene, and then contact the existing life experience to restore life scenes with book knowledge, so that students can apply what they have learned to life, so that classroom teaching can be extended, and then deepen their understanding of the text in application, repeatedly and repeatedly, so that students can feel that there are languages everywhere in life. Only in this way can they improve their students.

Second, pay attention to students' emotions and stimulate students' interest in learning

Suhomlinski said: "The power of emotion often constitutes the most subtle and meaningful factor in the teaching process." Only teaching with emotion can achieve good teaching results. Most people have some misunderstandings about students with mental retardation, thinking that mental retardation is equivalent to stupidity, unresponsiveness, quality and so on. In the actual teaching process, I found that the psychological sensitivity of students with mental retardation is obviously higher than that of ordinary students to a certain extent, just because they often have certain obstacles in expression and often cannot accurately express their emotions and ideas, thus causing us psychological illusions and ignoring their psychological comfort and respect. Therefore, teachers should skillfully use various language forms to express their thoughts and communicate their feelings with students in classroom teaching. In addition, we should always pay attention to the growth and changes of students' psychology, adjust students' learning mood in time, praise and encourage students' progress in learning in time, help students establish their self-confidence in learning and stimulate their interest in learning.

Third, establish a sense of crisis and improve teaching skills.

From the education of special schools, its mission is even more important than that of ordinary normal schools, because the students we face are more special. They are different from healthy children for one reason or another, and they need self-growth more urgently than those who can grow up. Only by receiving more effective school education can they truly integrate into the rapidly developing and highly developed society. Otherwise, individuals in these special groups may become a "burden" of social development and gradually lose confidence in life.

The educational task of special schools is heavier, and the responsibility of teachers is of course greater. Chinese is a basic discipline, also known as tool discipline. Reading and literacy are the most important ways for these children to learn knowledge and get in touch with society, so the importance of Chinese in special education schools is self-evident. Chinese teachers should first consolidate their professional knowledge, have a sense of crisis and mission in today's high-speed information development, keep abreast of the new requirements of society for special education, ensure the integrity of the knowledge system, and constantly update and enrich it; In terms of teaching methods, we should arrange Chinese teaching activities reasonably according to the particularity of teaching objects, and adopt more reasonable teaching methods and teaching means according to the differences of students, so as to ensure the efficiency of teaching and make students grow and progress in the study of Chinese subjects.

Fourth, respect the dominant position and actively adjust the teaching methods.

At present, China's education emphasizes quality education, that is, while paying attention to students' knowledge learning, they pay attention to students' all-round growth and improvement of their comprehensive quality. Therefore, teaching activities must be student-centered and give full play to students' dominant position in classroom teaching. So do special education schools. The educational goal of special education schools is to make these individuals with certain physical defects become qualified members of social groups and become a part of society under the training of effective education in schools.

Therefore, for Chinese teaching in special education schools, teachers must carry out Chinese teaching activities according to pragmatic principles, and truly respect and give play to students' main role in classroom teaching. Specifically, it is necessary to change the disadvantages of attaching importance to knowledge transmission and neglecting ability cultivation in the past teaching process, and pay more attention to the cultivation of students' ability in order to help students adapt to society; It is necessary to change the traditional teaching methods, stimulate students' enthusiasm for learning, and make students gradually change from passive learning to active learning; It is necessary to create an equal and harmonious classroom teaching atmosphere, so that students can "kiss their teachers and believe in their ways"; We should take the initiative to make up for the deficiency of single teaching mode, actively guide students to closely combine the Chinese knowledge learned in class with life practice, and truly play the practical value of Chinese subject.

In short, teachers on the front of special education should keep in mind the teaching concept of "people-oriented", approach students in teaching, let students experience and feel more, and guide students to discover and create more, so as to implement all-round quality education for these disabled children, compensate their physical and mental defects, make them develop vividly and actively in all aspects of morality, intelligence and physique, and make Chinese teaching glow with endless vitality.