Objective

2

To explore how to promote the realization of deep learning for hearing-impaired students while learning Chinese in inclusive education.

Methods

2

Based on the requirements for the objectives of grades 3-4 in the "Compulsory Education Chinese Curriculum Standards (2022 Edition)"

the questionnaire and interview were comprehensively used to conduct research on the Chinese learning problems of hearing-impaired students in inclusive environment

and the corresponding classroom teaching strategies of inclusive education were designed.

Results

2

In inclusive environment

the understanding of text by third-grade hearing-impaired students stays at the surface symbols

it is obviously difficult to explore the connotation and logic behind them. Therefore

the big concept should be formulated in combination with the learning content of the fable

the corresponding expressive task should be designed

and the inclusive strategy should be preset. When designing teaching strategies

the five stages of deep learning should be used as the benchmark to guide hearing-impaired students to accurately perceive the allegorical logic transmitted in character activities

and apply it to independent creation

so as to obtain personal knowledge meaning.

Conclusion

2

The application of deep learning concept in inclusive classroom of hearing-impaired students while learning Chinese can not only meet the learning needs of hearing-impaired students from the top-level design level

but also enable ordinary students to perceive the knowledge context more clearly and profoundly

so that all students can learn in inclusive classroom.