Research On The Design Of Chinese Micro-lectures For Junior Middle School Deaf Students

With the advent of micro-era,micro-learning is a popular method of learning.Micro-learning resources have become a research hotspot for researchers.However,due to the physical and psychological characteristics of students with hearing impairment,ordinary learning resources cannot meet their learning needs.At present,there are few learning resources designed for the cognitive characteristics of students with hearing impairment.Therefore,finding micro-class design methods that meet the cognitive characteristics of hearing-impaired students and designing micro-learning learning resources that are consistent with the cognitive characteristics of hearing-impaired students is a problem that needs to be solved urgently.This study uses this as an entry point to select junior high school hearing impaired students as research objects.Through analyzing the cognitive characteristics of students with hearing impairments,and combining the characteristics of Chinese language disciplines,the design method of language microteaching resources for hearing impaired students is discussed.It provides a theoretical basis and guidance for the design and development of language microteaching resources for students with hearing impairment.Firstly,according to the literature research,we learn about the relevant status of learning resources and video learning resources for hearing impaired students in micro lessons,and then use the interview method to understand the cognitive characteristics and learning characteristics of hearing impaired students,and conduct early design of hearing impaired students' micro lesson resources.analysis.Then,based on the theory of knowledge visualization,multimedia cognitive learning,visual theory of mind,and multiple intelligence theory,according to the cognitive characteristics of hearing impaired students and the characteristics of Chinese subjects,the design principles of language microteaching resources for hearing impaired students are proposed.And processes.Secondly,according to the design principles and methods of the hearing impairedstudents' micro-curriculum resources,the design and development of the micro-curricular cases of the word class,sentence class,and text reading for the hearing impaired students' language knowledge were carried out.The experimental study on language microteaching resources for students with hearing impairment was conducted.The experimental results showed that:(1)In the three experiments,there was a significant difference in the learning effect between the experimental group and the control group.Therefore,the principles and methods for designing micro-curriculum resources proposed by this study are effective.Can effectively improve the learning effect of hearing impaired students.(2)In three eye movement experiments,the attention-stabilizing student's attention stabilization time lasted about 5-7 minutes.Among them,the duration of learning micro-courses for word classes lasts about 7 minutes,and it lasts about 6minutes when learning micro-classes for simple sentences,and it lasts about 5minutes for learning microtext reading classes.Finally,the experimental results are analyzed and discussed.Based on this,the design method of language microteaching resources for students with hearing impairment is summarized.