What are the methods of language training for deaf children?

3. Language training should pay attention to training methods. When it comes to language training for deaf children, parents can only achieve the purpose of training and obtain good results by paying attention to scientific training methods. These scientific methods generally include the following aspects:

1. Develop the habit of wearing hearing aids. Deaf children should wear hearing aids as much as possible every day except sleeping, and develop the habit of consciously wearing hearing aids, otherwise the language training will lose its premise and meaning.

2. There must be a language training plan. Rehabilitation training for children must have a set time and content every day. Training cannot be stopped for two days a day. It must be arranged for a long time and a short time, persevere, and consider a year and a half. The overall plan and what the specific contents are every week to avoid name blindness and arbitrariness. Step by step, year after year, you will surely achieve good language training results.

3. The language training content should be interesting, and try to choose things and things that the children are interested in. It is necessary to understand the characteristics and hobbies of the deaf child, pay attention to what he cares about, what he wants, what he is doing, and observe which things he is interested in and which things he dislikes. Only when the child is attracted by the things and things he is interested in, In order to enhance the initiative and enthusiasm for language learning. Therefore, it is a teaching principle that language teaching is adapted to children’s interests.

4. Adopt intuitive teaching methods. Intuitive teaching is an important way to make a leap in perceptual understanding and rational understanding, and is even more important for deaf children. It can bring into play the role of deaf children's brains and various sensory organs such as hearing, vision, smell, and taste, so that they can understand what they have learned. The content is easy to understand and remember; deaf children can speak by skill rather than instinct. The pronunciation of normal people depends entirely on hearing to coordinate oral movements, while the pronunciation of deaf children depends entirely on the motor sense of the vocal organs. Therefore, when teaching pronunciation and language, parents must first master the correct pronunciation parts or the positions of each phoneme, so that they can teach their children to pronounce the correct sounds.

5. Step by step. Deaf's intonation is complex and cannot be achieved overnight. The principle of step-by-step must be followed. Deaf's pronunciation should first focus on quantity and quality. No matter what the sound is, as long as the sound is made, first praise and encouragement should be given, and then continue to correct it. Keep improving. The language training is gradually completed from simple to complex, from short sentences to long sentences. Parents should not rush it, otherwise they will get twice the result with half the effort.

6. Review the past to learn new things and repeat teaching. Deaf children are different from normal children in that they remember slowly and forget quickly. In teaching, they must review the past and learn the new, repeat it, consider using new activities, practice old languages, or use new languages ??in old activities. Parents should review the learned content in a planned and repeated manner to enhance stimulation, enhance memory, and consolidate training results.

7. Teach students in accordance with their aptitude. Although deaf children have similarities, each person's specific situation is different. For example, deaf children have different hearing residues, different ages and genders, and different hobbies and personalities. Therefore, the teaching methods vary depending on the deaf people. Only by proceeding from reality, teaching students in accordance with their aptitude, and adopting different teaching methods for different types of deafness can we achieve good training results. If every deaf child is treated in the same way, it will definitely have no good effect.

8. Diversified forms. Life in society is colorful, children are innocent and lively, and deaf children have a sense of novelty when they first come into contact with society. Teaching forms are diversified to meet the needs of society and deaf children. Having classes at a fixed time is a form, but more attention should be paid to the characteristics of deaf children, and games should be adopted, which is generally popular. There are also walks to the park, conversations, simple housework, etc. Overcome rigid teaching, try to attract children to participate, and conduct language training unconsciously, the effect will definitely be good.

9. Combine speaking and understanding. Deaf children over four years old can be encouraged to read. Reading and speaking can play a complementary role. Psychologists believe that the best age for deaf children to learn written language is 4 to 5 years old. During this period, children's impressions and conscious development Faster and has particularly strong mechanical memory. Literacy content can start with content that deaf children have a lot of exposure to, with simple strokes and easy-to-read language. The methods can be to read pictures, see the essence of things, learn words by looking at actions, and play games to learn words. Don't be greedy for too much at the beginning. It is advisable to learn one word a day. At the same time, pay attention to repeated review and consolidation, and gradually master it.

10. Demonstration education. In language training, parents should set an example for their children to follow. Let the child listen fully, respond to what he hears, and be able to distinguish sounds.

When training children to "run, jump, walk, stand", instead of asking the children to speak, the parents must explain clearly, let the children see, look at the parents' faces, listen to their voices, and demonstrate. The parents demonstrate and perform actions, and the children understand. I will slowly follow the instructions and follow the instructions. When parents demonstrate, they should speak naturally and slightly slowly, the language should be fluent, the intonation should be clear, and the face and voice should be full of emotion.

There is no fixed model for teaching methods. Good teaching methods are constantly summarized in the process of contact with children. The ten aspects discussed above lead to some teaching principles and basic methods, which can serve as a starting point for parents to draw inferences. I believe that parents will create more and better methods in the practice of training