Primary School Students With Hearing Impairment In Regular Classesstudy On The Application Of Learning List In Teaching

Learning in regular classes is the concrete manifestation of the concept of international integration education in China.Through studying in regular classes,more and more disabled students enter ordinary schools to study and live with all students.Hearing impaired students naturally receive regular education through integrated education in regular classes and gradually integrate into the mainstream society.Despite the rapid development of regular schooling,some problems have gradually emerged.The most prominent problem is that the quality of education and the speed of development are not synchronized,which affects the development of students’ studies in regular classes.In order to improve the academic quality of hearing impaired students,the author and researchers put forward the idea of using "learning list" as a teaching support to assist teaching,and carried out practical research.Practice has proved that "learning list" can improve students’ learning ability in the low-grade Chinese classroom teaching in primary schools.This study attempts to explain and promote the research process and use process of learning list.Therefore,the following four aspects of research are carried out.Firstly,it defines the concept of "learning list" of primary school Chinese in regular classes,defines the difference between it and "learning guide plan","learning plan" and "self-regulated learning list",expounds the theoretical basis,and explores the value orientation.Secondly,from the three stages of pre-class,in-class and after-class,the implementation strategy of "learning list" is elaborated.Pre-class design is based on the analysis of learning situation,establishing learning objectives,setting learning tasks and designing learning support.To create learning situations in class and encourage students to complete their learning tasks independently under the guidance of learning sheets,teachers should play a good role of "instructor" and give corresponding guidance and help to students’ differences.Through learning evaluation,timely feedback and correction of students’ problems in learning.After class,we should not only consolidate and evaluate students’ learning,but also improve the design of "learning list" in time according to classroom feedback.Thirdly,this paper summarizes the research results of "learning list" and explores the common problemsand reasons of the application of "learning list" in practice.Fourthly,from the theoretical and practicalaspects,we try to put forward some suggestions to optimize the problem solving,and truly implement the guiding value of "learning list".