Study On The Intervention Of Mind Map On Reading Comprehension Of High School Students With Hearing Impairment

Reading is a basic means for human beings to obtain information,understand society and learn knowledge,and it is also an important way for students to develop their thinking and grow in themselves.Hearing-impaired high school students have greater difficulties in reading activities in particular,as their hearing is chronically impaired and their level of physical and mental development lags behind that of hearing students of the same age.The Language Curriculum Standards for Compulsory Education for the Deaf（2016 Edition）explicitly sets "the initial ability to read independently and learn a variety of reading methods" as the goal of reading instruction for deaf students,and suggests that teachers should "strengthen the guidance of reading methods in reading instruction,and focus on developing deaf students’ ability to feel,understand,appreciate and evaluate".The Special Education Upgrading Plan（2017-2020）also focuses on "strengthening the provision of books in special education schools,carrying out bookish campus activities and cultivating good reading habits among children with disabilities".It is evident that there is still a large gap between the realistic reading comprehension ability of high school students with hearing impairment and the target ability of reading instruction.Exploring teaching methods to promote the development of reading comprehension skills for students with hearing impairment has become a constant focus,difficulty and hot spot in language education for deaf schools.Based on whole-brain learning theory and schema theory,this study selected mind map as an intervention tool from the cognitive characteristics and patterns of high school students with hearing impairment,and explored whether there is an enhancement effect on students’ reading comprehension ability.In this study,using the educational experiment method and the interview method,students with hearing impairment in a city special education school’s upper secondary parallel class were divided into two groups of subjects,the experimental class and the control class,and the mind mapping intervention was conducted using news from a practical class text as the intervention material.The self-prepared "Reading Comprehension Test Scoring Rubric" was used to set questions to test the overall reading comprehension ability of students in both classes in three ability dimensions: superficial contextual comprehension,deep contextual comprehension,and comprehension involving personal experience.Statistical software was used to analyze the data from the pre and post test scores,and the following findings were drawn: First,thinking maps were effective in improving the overall reading comprehension of high school students with auditory impairment.Second,mind mapping promotes significant development of surface-level contextual comprehension for high school students with hearing impairment;the intervention effect on the development of deep-level contextual comprehension,comprehension involving personal experience,is not significant for high school students with hearing impairment.This leads to the following educational suggestions: pay attention to the development of reading comprehension skills of high school students with hearing impairment;exploit the superiority of mind map in reading teaching activities of high school language for students with hearing impairment;use mind map to strengthen the whole subject learning thinking of students with hearing impairment;pay attention to the role of social life experience in promoting reading comprehension skills;and enrich the assessment methods for students’ reading comprehension skills.