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数学的学习必须是一个主动学习的过程,由于聋生生理上的缺陷及因此而导致的心理上的缺陷等因素造成的聋生交流、认知等方面的障碍,使得他们也不想主动地去学习新知,主动地去克服学习上遇到的种种困难而获得新知,因而他们也就很期待课堂上老师的逐步讲解、书本上的预先分析步骤,教师也把自己的讲解看作了是他们获得新知的主要方式,而忽视了学生学习的主体地位。因此在聋校高年级数学课堂教学中,要体现聋生的主体意识,变聋生被动接受为主动接受。
The study of mathematics must be a process of active learning. Because of the physical defects of the deaf students and the psychological defects caused by the deaf students, the barriers of exchange and cognition make them also do not want to take the initiative to learn New knowledge and initiative to overcome the difficulties encountered in learning to obtain new knowledge, so they are also very much looking forward to the gradual explanation of the teacher in the classroom, the book of pre-analysis steps, teachers also explain their own interpretation of their access to a new knowledge The main way, while ignoring the dominant position of student learning. Therefore, in deaf school senior mathematics classroom teaching, it is necessary to reflect the main sense of deaf students, become passive acceptance of deaf students to take the initiative to accept.