当前,基础教育改革已经在全国掀起热潮,特殊教育作为基础教育的一个分支,只有紧跟形势才能与时俱进。作为教育教学中占主导地位的教师和占主体地位的学生,正确界定其关系,就能抓住关键,形成教育合力,以此来打开通往聋校课程改革成功的大门。课改前后师生关系上存在明显的变化。课改前,教师和学生的关系是教师主动教和学生被动学的关系,教师的地位有绝对的权威性,学生绝对没有分析事物的能动性,没有掌握学习方法的灵活性。课改后,新的课程理念要求师生之间要相互沟通和交流,要相互平等合作,要建立融洽、和谐的学习氛围,为学生的全面发展和健康成长创造有利条件。一、全面了解学生,树立学生信心,为学生扬起爱的风帆众所周知,聋生从小缺乏有声 At present, the reform of basic education has set off an upsurge in the whole country. As a branch of basic education, special education can keep pace with the times only if it follows the situation. As the dominant teacher and dominant student in education and teaching, correctly define their relationship, they can seize the key to form an educational force in order to open the door to the success of curriculum reform in deaf schools. There are obvious changes in the relationship between teachers and students before and after the course reform. Before the course reform, the relationship between teachers and students is the relationship between teachers’ active teaching and passive learning. The teacher’s position is absolutely authoritative. Students absolutely do not analyze the initiative of things and do not master the flexibility of learning methods. After the curriculum reform, the new curriculum philosophy requires teachers and students to communicate and communicate with each other. They should cooperate with each other on an equal footing and establish a harmonious and harmonious learning atmosphere so as to create favorable conditions for the all-round development and healthy growth of students. First, a comprehensive understanding of students, establish student confidence, raise the sail for love of students As we all know, deaf students lack of sound since childhood