Study On Effective Strategies For Math Class Teaching In Grades Of Deaf Primary Schools

With the development of society, the effectiveness of teaching has raised concern of educators gradually, so is it with the effectiveness of teaching for deaf students. To deaf students, school teaching is a crucial period in their growth stage. Learning is important to their growth and development of various abilities in the future.Through consulting and analyzing documents on effective teaching of various common schools and deaf schools, the dissertation attempts to make questionnaire survey on the math lessons of deaf schools. Taking7special schools in Guangdong Province as objects, the dissertation aims to research the status quo of math teaching in middle-high grades of elementary deaf schools and thus provide decent authentic data, relative suggestions as well as strategies for course reform of deaf schools.Part Ⅰ elaborates on the research background of effective teaching, explains some nouns related to teaching and expounds on the features of hearing impairment children and math learning, thus eliciting the specialty and universality of effective teaching of math classes in deaf schools.Through comprehensive analysis and elaboration on documents home and abroad, Part Ⅱ analyzes the history of effective teaching and figures out the orientation of effective teaching research, that is, interaction between teachers and students are supposed to be highlighted in researches on various effective teaching modes.Through making questionnaire survey to7special education school in Guangdong Provinces at present, Part Ⅲ figures out problems of classes in deaf schools. They are as follows:first, teaching methods is imperfect; second, the basic quality of teachers is not satisfactory; third, teachers’research awareness and research ability are weak; fourth, evaluation system has yet to be improved, etc.Based on this, the dissertation attempts to take a specific effective class as the departure and provide advice according to problems in class teaching. They are as follows: first, understanding about effectiveness of teaching aims; effectiveness of procedures in classes (the design of effective teaching context; effectiveness of questioning in class; the normalization of teaching language; effectiveness of class exercise); third, participation of teachers and students; Fourth, the importance of the use of information technology in addition, the dissertation offers some suggestions from the aforementioned four aspects.