Individualized Instruction Design Research Of Pre-school Hearing Impaired Children

With the democratization of education, progress of social civilization and the rapid development of science and technology, the development of special education has become entailment of this period, and will gradually become an important yardstick for the development of national civilization. In2010, China promulgated the "national long-term education reform and development plan outline(2010-2020)", which proposed some initiatives for the development of pre-school education and of special education. Regarding to special education, the outline explicitly pointed out that the development of pre-school education of disabled children should be in line with local conditions. From then on, China's pre-school special education development has entered a new stage. But for a long time, the individual differences between impaired children and normal children are so conspicuous that the former have special demand for education. The individualized teaching aims to improve the quality of education for impaired children by compensating defects and developing potentials to the maximum, and thus facilitates the overall development of impaired children. Hearing impaired children account for the biggest proportion among all kinds of disabled children, and are with the highest frequency. Based on the differences between deaf children and ordinary children both at pre-school age, the present paper discusses the individualized instruction design of pre-school hearing impaired children.In the light of the background and the trend of the special pre-school education at home and abroad, this study illustrates the necessity and importance of the special pre-school education, especially of individualized instruction design for hearing impaired children. Based on the interpretation of pre-school hearing impaired children's individualized instruction design, the paper points out that pre-school hearing impaired children's individualized instruction design has features such as diversity, compensability, suitability, productivity and extensibility, etc., and then reveals its basic idea, that is pre-school hearing impaired children's individualized instruction design manifests the combination of objectivism and constructivism in the respect of design paradigm. This idea reflects the appeal of all-round development based on defect compensation from the perspective of the objective view, embodies the combination of presupposition and generation from the perspective of the process view and manifests the multivariate design main body participation concept from the perspective of the strategy view. Since any system construction is inevitably based on certain theoretical foundations, the paper demonstrates the theoretical basis of pre-school hearing impaired children's individualized instruction design in reference to basic theories of biology, human development ecology, psychology and pedagogy.Teaching background(s), teaching objective(s), teaching content(s), procedures, teaching evaluation, and other aspects of the design should be taken into consideration for pre-school hearing impaired children's individualized instruction design. In the background of the instruction design, learners, learning motivation, learning needs, learning style and learning environment and other aspects of the background factors should be taken into account. During the analysis of teaching goal design, researchers should consider the deaf children's physical and mental development differences, the value orientation of contemporary social life and individualized instruction design characteristics, and then further analyze the target system of this type of individualized instruction design. The design of teaching content is also an influential category of instruction design. The study points out that the teaching content should be chosen according to teaching objective, the social requirements for of hearing impaired children, and the physical and mental development of those children. Meanwhile, the thesis states that teaching content of pre-school hearing impaired children's individualized instruction plan is enlightening, extensive, generative, and also proposes that the organization of the teaching content should follow the principles of continuity, succession and integration, and the presentation of the content should consider the combination of vertical and horizontal orientation, of straight line and spiral line pattern, and of logical sequence and psychological order. The carrying out of the teaching is an important path to achieve the goal of teaching.The study holds that the orientation of the pre-school hearing impaired children's individualized instruction is a combination of mutual adjustment orientation and creation orientation, and points out that the features of individualized instruction design and related participants will influence the instruction implementation. Teaching evaluation is an important feedback section. The study demonstrates that teachers, doctors, pre-school hearing impaired children, parents and management staff are all the major participants in the section of evaluation. It claims that the combination of quantitative evaluation, qualitative evaluation and a360-degree feedback evaluation should be adopted. The evaluation content(s) should include evaluation of learning and development design and of individualized instruction effects.