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Deaf mathematical inquiry teaching the necessity and feasibility studies
Author: DiaoChunHao
Tutor: YangTaiLiang
School: Nanjing Normal University
Course: Curriculum and Pedagogy
Keywords: Deaf Mathematics Inquiry Teaching Necessary Feasible
CLC: G762
Type: Master's thesis
Year: 2005
Downloads: 106
Quote: 1
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Abstract
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In this paper, the first part is preface, introduced the research background and the research necessity. The second part is the body, the first section is why deaf students learn math? In the second quarter is deaf students how to learn math? Mainly from the cognition characteristic of deaf students and the characteristics of mathematics study the two aspects. The third section is deaf students how to learn math well? Mainly from the theory and two aspects to investigate and analyze the results of experiment are discussed. For the fourth quarter summary reflection, to make a reflection on the implementation of inquiry teaching in deaf schools. The third part puts forward the direction of further research. Study found that: in the deaf school math class inquiry teaching, (1) the students' learning interest and confidence increased more significantly than ever; (2) the expression ability of deaf students have significant increase; (3) the ability to solve the problem has increased significantly; (4) no obvious improve academic performance. To practice to further thinking of "inquiry teaching" : (1) the quality of teachers is the main factors influencing the inquiry teaching effect; (2) not all are suitable for the content of the inquiry learning; (3) the deaf school mathematics inquiry teaching group discussion is the difficulty in the implementation process; (4) to generate a reasonable evaluation system.
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