| Deaf students have a large population in our country, 《Outline of "National Medium and Long-Term-Program for Education(2010-2020)》and the 18 th CPC National Congress make policy support on education of deaf students. The application of multimedia in the teaching is the breakthrough and the commanding heights of the education reform, which supports the innovation and growth of school system. And it makes education more in line with the requirements of the times. It has a great significance that targeted video, audio and other multimedia elements come into the teaching and learning of deaf students in the design of the specialties of deaf students, and make up for their cognition, attention, logic and other aspects and to maximize the potential of its internal development.At present, most of domestic courseware resources is designed for the normal students. But the quantity of courseware designed according to the special physical and psychological characteristics of the deaf students is lack, and are of variable quality. The effect of the courseware using also need to continue to verify and improve.By searching the literature at home and abroad, I summarized the theoretical basis and technical basis for the hearing impaired students. Through the analysis of the physical and physiological characteristics of deaf students, I found the problem in their learning, and from the perspective of the cognition of students, I designed the multimedia courseware for deaf students, and applied in Liuzhou deaf classes of special education schools, and then verified the validity of the final, and then explored and built a strategy for multimedia courseware suitable for the deaf.The micro class is produced by Camtasia Studio 8 and Power Point 2013. The application of multimedia courseware in class includes Flash video and PPT. The Flash is produced with Adobe Flash CS3, PPT use Power Point 2013 as making tools. The methods of design and use in terms of attention、 memory 、cognitive ability and understanding ability.During the application of courseware, in view of the particularity of deaf students, flipped classroom teaching mode are specially designed for deaf students. Use micro lessons before class, and let students study themselves according to the learning tasks. In the class, with the guidance of teachers and the assistance of the multimedia courseware, students make the independent research and discuss in the group, and then conclude by the teacher. After class, they can use multimedia courseware to review.This study mainly through the literature research, qualitative analysis, quantitative video analysis, questionnaire and class assignments analysis. Validation is mainly from three aspects: Use the improved version of the interaction coding system based on Flanders interaction analysis coding system----the interaction of information technology(ITIAS); Make a qualitative research with Nvivo10; Make analysis of questionnaires and classwork. Firstly, I use ITIAS to encode the teaching video. And then use Nvivo10 to make the statistic on the amount of the nodes. And have an overall quantification of teaching video. To observe the classroom video I set the observation scale, and make the statistic of the fraction of coverage. I use qualitative analysis in the Interaction of student-student, student-teacher, student-media and teacher-media. And summarize the effect of using multimedia courseware. Finally I made a statistical analysis of questionnaires and classwork, analyzing the learning effect of the students.Finally I summarize the effective strategy and method that applied in deaf mathematical class, which includes the effective methods of design and application,in order to making up the lack of deaf students, and developing their potential. |
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