Based On High School Deaf Students Learn The Characteristics Of Information Technology And Curriculum Integration Strategies

Under the background of education informatization, the integration of information technology and curriculum (IITC) has already become the developing trend of the curriculum reforms. The IITC in schools have been in progress already. The IITC in deaf schools have just started. In order to improve the learning effect of the deaf and hard of hearing students, to improve the learning efficiency of the deaf and hard of hearing students, according to the learner characteristic of deaf and hard of hearing students, we have carried out the study of strategy for IITC in deaf school. The aim of the research is to analyze the characteristics of the deaf and hard of hearing students to propose the strategy of the integration of IT and curriculum of the deaf and hard of hearing students on the basis. The article mainly use the method of questionnaire survey, interviews, classroom observing and so on to analyze the online learning characteristics of the deaf and hard of hearing students. The object is part of teachers and students of the Beijing No.4 School for the deaf. From the results of the survey, it reveals that the internet is the accessible for most of the students; the aim of their surfing on the internet vary widely; some of the students have the self-directed learning ability to some extent; when they are learning, they are prone to communicate with others; their attitude toward internet and online learning seems to be positive. From analyzing of the computer and internet pre-learning ability of the students, we can conclude that the students have a certain basic ability for using the computer and internet, but there ability needs to be enhanced. From the comparison of the classroom observation between the deaf and hard of hearing students and hearing students, it can be concluded that there are less communication between the teacher and the students and among the students; there are larger individual differences in deaf and hard of hearing students than that of hearing students. On the basis of the analysis above, we propose the strategies of IITC for deaf and hard of hearing students as follows: using online resources, to carry out individualized learning strategy; using online communicating tool, to enhance communication strategy; using scene creating, to develop students' abstract thinking strategy; using curriculum integration to increase the students' literacy of information strategy. The strategies are expected to be used in practice, checking whether they are effective.