Empirical Research Of The Hearing-impaired Child’s Primary Chinese Of Knowledge Representation Strategy

With the development of economy and the progress of the society,education democratization to become one of the main trend of world’s education reform.The concept of "educational fairness" enjoys popular support from the people, and the education problem of hearing impaired children has also been widely concerned.However, the hearing impaired children can’t perceive the world completely due to hearing loss and damaging of verbal information system. So, ordinary teaching methods can’t effectively to let the student obtain knowledge. Therefore, to find the method that accord with the characteristics of deaf students’ cognitive of knowledge representation,and it is necessary to accurate representation of knowledge for better understanding and construction of the complex, abstract knowledge.Firstly, The deaf children’s cognitive characteristics, psychological characteristics,study habits, and general characteristics of deaf children’s language knowledge were analyzed by reviewing and summarizing domestic and overseas literatures that relate to deaf children’s education and knowledge representation. Finding the method that accord with the characteristics of deaf students’ cognitive of knowledge representation was helpful to provide a basis for designing the Chinese curriculum resources of hearing impaired children.Secondly, according to the theory of constructivism, situated learning theory, dual coding theory and knowledge construction theory as the hearing impaired children designed the theoretical basis of Chinese curriculum resources. The method of deaf children’s language knowledge representation was combined to design curriculum resources.Then, in order to investigate the influences of curriculum resources for deaf children, the curriculum resources were used in the practice. Experimental study on the Chinese knowledge representation had been divided into three experiments: Experiment1, Using the knowledge representation to research the effect of hearing impaired children learning Chinese characters. The results demonstrate that:(1) Knowledge representation facilitates the deaf children’s learning of Chinese characters;(2)Knowledge representation facilitates the deaf children’s understanding of words and to ability for use, improving the hearing impaired children’s ability of knowledge migration;(3) Knowledge representation has inspired the deaf children’s interest in learning Chinese characters. Experiment 2,Using the knowledge representation to study the effect of hearing impaired children reading. The results prove that:(1) Knowledge representation can help the deaf children to better understand and apply of the text;(2)Knowledge representation has transformed non-knowledge representation written materials to visualization, to help improve the deaf children’s reading comprehension.Experiment 3, Utilizing the knowledge representation in the network environment research on the effects of deaf children’s Chinese knowledge construction. The results show that:(1) Applying the language knowledge representation to the deaf children’s online discussion can effectively help the deaf children’s understanding of knowledge,improve the learning of Chinese language learning;(2) Applying the Chinese knowledge representation to the deaf children’s online discussion can boost the deaf children’s enthusiasm to participate in it, and effectively promote the construction of deaf children to knowledge.Finally, basing on the experimental results of the study, summarized the general strategy that conform to the hearing impaired pupils’ cognitive characteristics of primary school Chinese knowledge representation.