Research On The Evaluation Index System Of Hearing Impaired College Students’ Classroom Teaching

The 19 th National Congress of the Communist Party of China pointed out: "Building a strong nation for education is the foundation project for the great rejuvenation of the Chinese nation.We must give priority to education,deepen education reform,speed up the modernization of education,and do well in people’s satisfaction education." The development of higher education has received increasing attention.From the perspective of the three major functions of higher education,a university’s work includes three aspects: teaching,scientific research,and social services.Among them,teaching is the core task of a university.This means that to improve the quality of higher education in China,we must first ensure that High-quality teaching,and special education as an important part of higher education,its attention to the quality of its schooling and teaching level demonstrates the deep care of life and the degree of civilized progress of society,which is valued by the party and the country.One of the main groups of disabled groups,paying attention to the learning of hearing impaired college students has become a focus of attention.Undergraduate education should return to classroom teaching,focusing on classroom teaching evaluation.However,most of the current classroom teaching evaluation index systems are built for ordinary college students,and there is no evaluation index system specially constructed for special hearing-impaired college students.The article combines the educational development needs of hearing impaired college students with their own special learning and psychological characteristics,and builds an exclusive classroom teaching evaluation index system suitable for hearing impaired college students to guide teachers and students to change their teaching and learning concepts,improve teaching and learning methods.The quality of teaching and learning promotes the common development of teachers and students;at the same time,it also provides a method for scientifically constructing classroom teaching evaluation indicators for other national higher education special education colleges recruiting students with hearing impairment.First,through literature research,using the theory of multiple intelligences,constructivism,Bloom’s educational goal taxonomy and classroom teaching characteristics of hearing-impaired college students as guidance,the theoretical framework of classroom teaching evaluation index system for college students with hearing impairment is preliminarily constructed by the theoretical deduction method.Then interviewed front-line teachers for relevant research,and used questionnaires to collect students’ opinions.From the six dimensions of teaching content,teaching methods,communication and interaction,teacher-student relations,learning effects,and learning attitudes,a classroom evaluation evaluation system for college students with hearing impairment was compiled.The questionnaire was used to test hearing-impaired college students,and the recovered questionnaire data was tested and revised using SPSS22.0 and AMOS24.0 respectively for factor analysis and structural equation model.Finally,a 6-dimension 25 sub-indicator for the hearing impaired college students’ classroom teaching evaluation index system was established,and the corresponding index weight was given.The research results found that: First,the results of the study found that: First,the reliability and validity of the evaluation system for the classroom teaching of hearing-impaired students constructed in the article are good;Second,the classroom teaching evaluation of hearing impaired college students is affected by the teaching content,teaching methods,communication interaction,teacher-student relationship,learning effect,and learning attitude.Thirdly,the perception of the importance of classroom teaching evaluation indicators by hearing impaired college students differs between majors and grades,mainly because the learning stage and subject characteristics have an impact on the classroom teaching evaluation of hearing impaired students.Fourth,students highly affirm the importance of communication and interaction and learning effects;students attach great importance to teacher-student relationships and teaching methods,but they pay insufficient attention to teachers’ teaching content and their own learning attitudes.What’s more,it should be emphasized that the evaluation index system is mainly applicable to the subject of student evaluation.In conclusion,according to the results of the study,corresponding suggestions for improving the quality of classroom teaching are proposed from six aspects.