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近年来,由于初中聋生特殊的生理、心理特性,使他们的抽象数学思维能力普遍较低下,思维灵活性差,创新能力弱,教师在课堂上与聋生之间沟通存在很大障碍,导致聋生对初中数学在知识的理解与掌握都存在很大的困难。因此从“教师是聋生学习沟通交流的倾听者”和“允许聋生说‘不’”等方面阐述了提升师生间的课堂新沟通效能;又从“开展课堂辩论”“训练说数学”“创设写数学的机会”等方面阐述了生生间课堂新沟通效能。对于进一步认识和发掘聋生的数学学习潜能,提高聋校初中数学教育水平具有很大的指导意义。
In recent years, due to the special physiological and psychological characteristics of deaf students in junior high schools, their abstract mathematical thinking ability is generally low, their thinking flexibility is poor, their innovative ability is weak, and there is a big obstacle for teachers to communicate with deaf students in the classroom, resulting in Deaf students in junior high school mathematics knowledge and understanding of the existence of great difficulties. Therefore, from the teachers and deaf students to listen to communicate and exchange “and” allow deaf students to say ’no’ and so on to enhance the classroom communication between teachers and students new efficiency; from ’classroom debate’ “” Training that math “” create mathematical opportunities "and other aspects of the new communication efficiency in the students room. It has great guiding significance for further understanding and exploring the mathematics learning potential of deaf students and improving the mathematics education level of deaf students.