Research On Interactive Design And Application Of The Math Self-learning Resources For Junior Middle Deaf Students

Education informatization is promoting education reform at a high speed.The development of special education is one of the important contents of national education development,and the construction of special education information resources is also concerned.Because the mental growth and learning progress of deaf students are generally slower than those of the same age,it is difficult for them to learn with normal students.Their demand for information-based learning resources is great,but in the current deaf school education,the deaf students' autonomous learning resources are relatively scarce,and there are few existing resources for interactive design according to the characteristics of deaf students.Therefore,on the basis of ensuring the correct representation of knowledge,using interaction design to help them learn is an urgent problem.In view of this problem,based on the previous studies,this study takes the deaf students in grade two of junior high school as the research object,takes mathematics curriculum as the research content,explores the interaction design methods of each link in resource construction,makes autonomous learning resources,and verifies the effectiveness of resource interaction design,so as to provide reference for front-line teachers and subsequent research.First of all,through reading relevant literature,this paper combs the status quo of resource interaction design;through interviews with teachers in Neijiang,Jintang,Chengdu and Shuangliu special schools,we can understand the current situation and difficulties of junior middle school deaf students' mathematics learning.Secondly,based on constructivism theory,teaching interaction level tower theory and cognitive load theory,combined with the deaf students' cognition,learning characteristics and interactive design methods,the paper puts forward the principles of interactive design of junior middle school deaf students' mathematics autonomous learning resources.Thirdly,according to the design principles and methods of interaction design,we designed and produced three kinds of autonomous learning resources for junior middle school deaf students.Finally,the effectiveness of interactive design of mathematics autonomous learning resources for deaf students in junior high school is verified by experimental teaching.By analyzing the experimental data,the experimental results are discussed(1)For several kinds of knowledge.Explanation: the use of animation,text color change and other information interaction mode and the concept interaction mode of explaining several kinds of knowledge are conducive to the understanding and memory of several kinds of knowledge.Consolidation exercise: text box or click on the object and other operational interaction and formula completion or answer selection adopt concept interaction,which is conducive to consolidate the definition and application of several kinds of knowledge.Summary: the information interaction mode of animation presentation summary and the concept interaction mode of summarizing several kinds of knowledge are conducive to memorizing the definition of several kinds of knowledge,completing the internalization of knowledge and realizing the application.(2)For shape knowledge.Explanation: animation is used for information exchange and concept interaction to explain several kinds of knowledge,which is helpful to understand and memorize the definition of shape knowledge.Consolidation exercise: click on the object or move the object and select or complete the concept of graphic interaction,which is conducive to consolidate the memory,understanding and application of shape knowledge definition.Summary: animation for information interaction and concept interaction for summarizing shape knowledge are conducive to consolidate memory and understand the definition of shape knowledge and realize the internalization of shape knowledge.(3)For theoretical knowledge.Explanation: the use of text animation and other information interaction and explain the concept of knowledge interaction mode,is conducive to understand and remember the definition of theory knowledge.Consolidation exercise: text box operation and interaction mode and concept interaction mode to explain the analysis ideas of theoretical knowledge are conducive to the understanding and application of theoretical knowledge.Summary: animation is used for information interaction and concept interaction for summarizing knowledge,which is conducive to consolidate understanding and memory of the definition of theory knowledge and realize the internalization of theory knowledge.