Objective

2

To investigate and analyze the age distribution and teaching implementation status of teachers' service cases in auditory-verbal telepractice.

Methods

2

A questionnaire survey was conducted with teachers of hearing-impaired children who had taught auditory-oral remote teaching as the survey subjects. The survey focused on the difficulties of auditory-verbal remote teaching

preparation of the home environment

teaching aids

and challenges encountered in teaching implementation. A total of 54 questionnaires were collected.

Results

2

For the service cases

the teachers serving hearing-impaired children aged 3-4 years acounted the most for 61%. Telepractice was the most difficult for hearing-impaired children under 2 years old

followed by children over 6 years old. In the case of preparation for telepractice

62.9% of teachers believed that the equipment at home was not suitable. In preparation for playing teaching aids

59.3% of teachers believed that the play aids prepared by parents faild to meet the requirements.For preparation for teaching aids it was insufficient. For teaching implementation

83.3% of teachers believed that children's behavior habits affected the implementation of teaching.

Conclusion

2

Although telepracitce solves the problem that parents and children cannot participate in offline teaching

there are also factors that affect the teaching effect. We should fully consider the age characteristics of children in telepracitce to help parents solve problems

such as teaching equipment and preliminary preparations

and to assist parents to cultivate children's behavior habits will help the smooth development of telepracitce.