Study On Improving The Chinese Reading Comprehension Ability Of Middle School Students With Hearing Impairment By Mind Mapping

Reading is an important way for people to get information.Good reading comprehension ability is the basic ability to interpret the acquired information accurately.Middle school students with hearing impairment have difficulty in reading due to the loss of sound input channels due to auditory channel impairment,which affects the development of reading comprehension.In addition,under the influence of traditional teaching concepts,single Chinese teaching mode and teachers' emphasis on writing rather than reading will affect the reading comprehension ability of middle school students with hearing impairment.Therefore,how to improve the teaching mode of Chinese reading and improve the reading comprehension ability of middle school students with hearing impairment has become a key issue.Although students with hearing impairment have difficulties in hearing,they have visual advantages.The 2016 edition of the new curriculum standard for deaf schools proposed to "teach according to the advantages of students with hearing impairment" and "improve the single teaching method",so mind mapping as a visual learning tool has been paid attention to.Mind mapping with strong logic and relevance is widely used in general education to improve students' reading comprehension,but it is seldom used in hearing impairment.Combining the visual advantages of students with hearing impairment and the visualization characteristics of mind mapping,it is worth exploring to integrate mind mapping into Chinese teaching mode to improve the reading comprehension ability of middle school students with hearing impairment.Based on the systematic literature review and analysis of the current situation of reading teaching for students with hearing impairment and the application of mind mapping in reading comprehension,this study explored the effect of mind mapping on improving the Chinese reading comprehension of middle school students with hearing impairment from the perspective of teaching mode,and designed two studies: Research is a mind mapping is applied to the deaf junior high school students of Chinese reading teaching model is designed,based on hearing impaired students proficiency in using mind map design the teaching modelof "two stage six steps",on the one hand is to improve the hearing impairment junior middle school students the present situation of the teaching mode of the single,on the other hand is to study two mind mapping is applied to the Chinese reading teaching with the concrete teaching process;Study secondly,mind mapping to improve the deaf junior high school students reading comprehension of Chinese research and application of the double set of measured before and after the experiment design,taking a special-education schools ninth grade two parallel class as the research object,in the experimental classes for eight weeks of mind mapping is applied to the model of Chinese reading teaching,the data collected by questionnaire,test and spss23.0 data analyzed.The results show that the use of mind mapping in the teaching mode of Chinese reading can improve the Chinese reading comprehension ability of middle school students with hearing impairment and their interest in reading.This study provides ideas for improving the teaching mode of reading for middle school students with hearing impairment and enrichees the research on the Chinese reading comprehension ability of middle school students with hearing impairment.