Research On The Status Quo Of Teachers' Teaching Ability In Deaf Schools

In recent years,China's special education has made great progress,and the deaf educational undertakings of the country have continued to deepen reforms.In order to comply with the requirements of running special education in the new era and further improve the teaching quality of special education,the introduction of curriculum standards for deaf schools provides a basis for the education and teaching of deaf schools,and the concept of “differential teaching” is proposed,emphasizing that teaching should be adapted to the status quo of deaf students.With needs,different students develop differently.This is also a new requirement and a new challenge for the development of professional competence of deaf teachers.Classroom as the main venue for deaf education,the improvement of classroom teaching ability of deaf school teachers has become an important breakthrough in effective teaching.In order to effectively improve the quality of the school's teaching and meet the requirements of the curriculum standards,it is necessary to correctly understand the level of classroom teaching ability of deaf school teachers and to strengthen the training of deaf school teachers' classroom teaching ability.This study goes deep into classrooms for deaf schools,uses classroom observations and records,and combines interviews to study the current situation of deaf school teachers' classroom teaching ability.It finds out the problems,which exist in deaf teachers' classroom teaching ability,analyzes the causes,and makes some suggestions.The study materials of the deaf teacher's classroom teaching provide the factual basis for the theoretical study,and also provide some useful reference value for teacher training in the special education school.The study concludes that:(1)the overall classroom teaching ability of deaf school teachers is of a medium level.The order of mastery of each dimension from high to low is organization and implementation,communication and cooperation,management and incentive.(2)From the perspective of specific dimensions,the implementation skills of deaf teachers in the implementation of classroom teaching are lacking in the use of multimedia technology,and the need for deeper research on the ability to express signlanguage,and the use of facial expressions should be strengthened.In addition,teachers in the deaf schools have relatively weak classroom teaching management skills,especially in dealing with classroom problems;(3)From the subject perspective,the communication skills of the deaf teachers and math teachers in classroom teaching There is a significant difference between the two;from the study segment,there is no difference in the classroom teaching ability between the primary and middle school deaf-school teachers,indicating that the level is equivalent.For the current situation of deaf school teachers' classroom teaching ability,the paper also puts forward corresponding suggestions:(1)Improve the classroom teaching ability of deaf school teachers in all aspects and pay attention to the details of teaching;(2)Integrate a variety of classroom teaching communication methods to highlight the teaching practice;(3)Improve the classroom management ability of deaf school teachers and reflect the effectiveness of teaching;(4)Make reasonable use of multimedia-assisted teaching to present teaching situations.