Research On Visual Resources Production Of Convergent Thinking Ability Training For Junior Middle School Deaf Students

The state strongly advocates the ability of students to keep abreast of the times and lifelong learning.Most deaf students choose to enter social work after finishing the nine-year compulsory education.The main learning style of the students is online learning after leaving their school.Online learning brings great convenience yet certain troubles.Fragmented knowledge,nonlinear structure,and the cognitive load overload of learners lead to a decline in learning outcomes.Therefore,learners need to have a strong ability to convergent thinking to achieve a good network learning effect.However,according to the cognitive characteristics and current situation of the deaf students,their ability to convergent thinking is weak.It is necessary to find a visual resource design method suitable for the training of junior middle school students' convergent thinking to solve such kind of problems.This study takes junior middle school students as the research object,providing some theoretical basis and guidance for subsequent research by analyzing the basic characteristics of students and exploring the resource construction for the cultivation of convergent thinking ability.Firstly,through the related references,the research status of convergent thinking research and the visualization resources of deaf students are reviewed.The hierarchical table of convergent thinking is proposed as a follow-up study.And then the questionnaires and interviews are used to understand the basic situation of deaf students in Sichuan.Secondly,Combining the theoretical basis with the cognitive characteristics and the current status of convergent thinking ability of deaf students,this paper analyzed the ways of knowledge visualization and proposed the principle of visual resource design for the training of convergent thinking ability.Thirdly,according to the design principles,the three parts of the visual resources design and construction of comparative ability,inductive and deductive ability,and convergent thinking integrated training are completed.The resources were discussed and revised with the school teachers to complete the final visualization resources,and relevant experimental research was carried out by using the resources.The experimental results show that:(1)For the students in the districts and counties,bubble map,double bubble map,brace map,flow map,knowledge animation,visual metaphor,etc.visualization ways to represent the knowledge content,producing the comparative ability to cultivate resources,upgrading of the comparative ability of students in districts and counties helping them improve their comparative ability.(2)Visualization ways of tree map,flow map,brace map,and knowledge animation are effective for inductive and deductive capacity-building resources can help the inductive and deductive ability improvement of deaf students.(3)Concept maps,knowledge animations,and visualization methods such as flowcharts and brackets in thinking maps are effective for comprehensive training and resource development.They are conducive to students' comprehensive use of comparative ability and inductive and deductive ability,enhancing the convergent thinking ability of deaf students.Finally,based on the discussion and analysis of the experimental results,the research summarizes the visual resource design method for the junior high school students' convergent thinking,and reflects on the problems in the experiment.