National School for the Blind, Blind School for the Deaf, "Physical and chemical disciplines" joint research activities communication materials: 

Introduction: Physical and chemical system is the basis of modern scientific disciplines, the two disciplines have become an important part of basic education in countries around the world, from the principle of "return to the mainstream, equal participation," the departure, physics, chemistry importance for the visually impaired and the importance of discerning the equivalent. Blind students because of visual impairment, the observation of natural phenomena, the production and observation of life there are significant limitations and one-sidedness, "elephant" story can illustrate this idea, while the objective things, the lack of adequate perceptual , and physical chemistry is a discipline based on experiments, there are a lot of common sense knowledge is life summary and sublimation. From the perspective of a person learn to see, there are more than 85 percent in the knowledge that come from the visual, visual disturbances leading to blind students in learning physics and chemistry, was an important reason for difficulty. Visually impaired students how to learn physics chemistry it? Blind interested in physics and chemistry teaching in addition to strengthening the culture, but also to develop students self-confidence, according to the visually impaired students' cognitive characteristics, strengthen teaching and visual defect compensation. Learn two disciplines require students to have some life experience, some learning foundation, but also have some ability to analyze and solve problems, but also to have some hands-on capacity and computing power, which makes some students of Physical Chemistry produce a certain psychological fear. Two disciplines is not very studious, I can learn it right? Kind of psychological sentence or two teachers can not make students learn physics and chemistry to build confidence, students need to understand their own learning process if they have the ability to this two lessons to learn, as teachers should develop students' confidence in the teaching process. 

Confidence is important for students to learn a discipline, confidence is a positive psychological suggestion, it can be turned into student learning motivation, learning can improve the efficiency and quality of student learning, visual teaching can compensate for deficiencies in a certain sense, a breakthrough teaching difficulty cultivate students' ability to cultivate confidence in student learning, improve student motivation to learn. 

First, teaching interests focus on training to learn 

Experiment is a form of teaching students are very interested, can stimulate students' interest and desire to make a positive, clear learning objectives, mobilizing the necessary experience and knowledge of the existing use of existing learning methods learning activities. 

Import is one of the commonly used experimental methods classroom import, can effectively cultivate student interest. For example, using the surprising results of the import method, which is a fairly common method of introducing experimental use of student unexpected results, arouse students' attention, causing students to think, and thus have a strong desire for knowledge into new courses. 

When science friction content before learning a new lesson, find two students engaged in a tug of war, a student is the class of Hercules boys, another student is weak powerless class most of thin girls, with a glass rod tug of war competition, they wear out the results of the girls win, why little effort can win it? (students can not accept this result, because previously used in the glass rod coated side Hercules detergent) which this is the lesson we have to discuss the issue. 

Generally speaking, classroom experiments import should do the following: 

(1) the creation of a harmonious situation can cause the student's attention and interest; 

(2) issue a clear consciousness, can stimulate students desire to learn; 

(3) converge naturally, can mobilize the students' knowledge, preparation methods on; 

With (4) experiments with language close observation and positive thinking can guide; 

Second, the language should be intuitive is Blind teachers have a teaching basic skills 

Should be ready to implement into the classroom, it is for blind students understand exactly what they have learned to play a very important role in language rigorous methodical, image specific, focused, finishing touch, in line with the level of cognitive ability and understanding of students, language intuitive visual impairment is one of the compensation method applied in the classroom is relatively common. For example: When you learn this part of the series circuit electrical knowledge is characterized by a series circuit connecting the original one by one in sequence, how to make students understand the image one by one in sequence, in teaching, I explained: make the switch, appliances, these circuits originals like a necklace as a connection on a line, like a road can not be as bifurcation, bifurcation of the circuit is not a series, is characterized by a parallel circuit, the students have mastered this feature in the next circuit connected the experimental class, the students very well connected in series circuit on the. 

Another example: When studying the physical properties of graphite, graphite talked very soft, is one of the softest minerals, due to blind students can not see the microscopic structure of graphite, for nature can not understand this. Then visual language played an important role when the teachers on the outstanding Graphite is a lamellar structure, like a lot of books stacked together on the side of the slightest exertion, which will be pushed scattered pile of books, is the structure determines its nature, the students heard this explanation is easy to understand this part of the knowledge. In teaching, I realized that the lack of perceptual blind students, but also lack of space imagination ability. Proper use of analogy and contrast to help break through the difficulties, to facilitate students to understand and grasp. 

Third, the proper use of student life experience, understanding of scientific knowledge 

Physical and chemical disciplines based on experiments, subject to a variety of factors, blind students personally involved in the experiment, the limited experience of experimental phenomena opportunities. Therefore, in teaching, student life experience, it has become an important resource for teaching and learning activities are used. For example, in chemistry class learning is characterized by chemical changes have generated other supplies, in order to allow students to secure memory, understanding other substances with different original reactants, solid understanding of chemical changes in the characteristics of memory, knowledge and learning in order to fight for the future good foundation, I cited examples: winter heating boiler room to coal, coal or coal burn the students said it was not coal, into a cinder <into a new substance), I asked the students, are you? how do I know it is not coal coal burn out? students that can burn coal, and cinder does not burn, not burning coal is not home to buy coal every year, every autumn school also buy coal. Life experience so that students know, cinder and coal chemical change not change is the same substance, like this. 

Another example: When studying the chemical properties of iron, iron and oxygen react easily, I cite such examples, in order to prevent a cold winter in the pot off the enamel glaze (pots not leaking) Pour vinegar, some time after that, find out the glaze porcelain basin where water leakage, let me analyze the students and find a cause, find a cause from the following aspects, 1. swap places glaze Why drain faster? 2. acid and water, which makes iron ratio basin drain fast, why? 3. how to prevent iron corrosion. Through a combination of theoretical and practical analysis of the discussion between the students and further deepened the understanding of the theory and further cultivate the students' ability to combine theory and practice. 

Fourth, the lesson as to create conditions for experimental teaching 

Blind student, major media access to information in the classroom is the sound, this stimulating way tend to make students feel bored, you can mobilize the students a variety of experimental sense Palace, can stimulate students' curiosity and thirst for knowledge, teaching practice also confirmed that more than 90 percent of the students experiment 

Interest, due to higher interest, they form a deep impression on the relevant knowledge, so remember knowledge is more firm, about 80 percent of the students thought experiment helps to remember the knowledge, teaching also found that students participating in a one experiment, the more memories of this experiment, the more firmly the knowledge, understanding, the better. 

For example: learning the physical properties of carbon-carbon conductive, in order to deepen the students' perceptions, I let the students prepared in advance of the dry carbon rod or 6B pencil, pencil cut out of the sides of the cartridge will be sent to a simple circuit students (with appliances is not only generated by the bell but converted light, full of blind students can separate experiments), the students work through experiments found no pencil or carbide access appliances, after access to a pencil or carbide appliances also will work, making it easy to understand the carbon has a conductivity of this nature. 

Another example is when this part of the DC motor learning, students coil, the magnetic field sports, commutator, relationships and understanding of the intrinsic link between them is rather vague, in accordance with the foundation and the ability to learn, intelligence, a different vision for students different requirements, students with intellectual disabilities so that they feel under direct current role, rotating coil in a magnetic field, the other students to assemble their own good and the motor is rotating DC motor, a good student and strong foundation not only assembled, the motor rotation, but also to achieve the best state of motion, through the different requirements of students, each student will be able to actively participate in the experiment, the motor is very mysterious students think it difficult to learn to understand things in their own hands now fast rotating with, work with, although they do not see, listen to the rustle of the coil to rotate quickly, they experience the joy of success, the students excited, proud of their success can be assembled DC motor, proud. 

Fourth, the choice of the class of visual aids, learning tools to organize teaching, will achieve a multiplier effect 

Blind students because of visual impairment, lack of perceptual and spatial imagination, in the teaching process, teachers make some simple aids, the model is very necessary. For example, in several elemental carbon learn this lesson, about the spatial configuration of the diamond for regular octahedron shape, the student can not imagine its specific shape, teachers give each student with a thick fold of a regular octahedron model student very easy to know the regular octahedron is composed of eight equilateral triangles as surrounded graphics, more relaxed in the minds of the formation of diamond space representation. In the electrical experiments, the lamp added sound and light bulbs replaced with ease so that students can see the red light bulb, so that blind students can also switch the role of visual experience, the role of current and circuit off. Blind teaching aids requires a lot of learning tools, some aids learning tools are unable to buy, requires teachers to continue to accumulate experience in the work to try to make some easy and practical aids, learning tools, such as the small bulb into both vocal and glowing appliances. Make their activities more suited to teaching blind students in learning activities closer to the learning needs of blind students. 

Five, in the teaching process, multimedia audio-visual technology, to carry out teaching activities 

This teaching activity, refers to the teaching of the basic school classes, a teaching mode due to the introduction of audio-visual technology and formation. Some law difficult to find during the experiment, or dangerous experiments can support, teachers must first explain the basic requirements for the test to students through multimedia technology, and then let the students discuss the experimental equipment needed, the steps, the experimental phenomena. During the discussion, teachers have to inspire and guide targeted. Such as: operation of concentrated sulfuric acid diluted in concentrated sulfuric acid must be along the wall of the beaker was slowly poured into water and without water can be poured into concentrated sulfuric acid. The experimental demonstration of the consequences of the wrong operation has some risk, then the use of computer courseware, simulation with animated water and pour boiling concentrated sulfuric way when flying phenomenon, Low Vision Students will deepen understanding of this operation, for students operating played a good role in guiding the students will have a clear understanding of when the actual hands, not operator error. Therefore multimedia courseware can show process specifications, strict action for students through video information, but also by the consequences of unsafe courseware simulate error handling. Advantage of IT's outstanding performance students access to information, the ability to process information, develop students' ability to self-learning ability of exchanges and cooperation with the same group of students, enhance the reality of contact you want to learn experiment with social life, so that the classroom imparting knowledge, students means to acquire knowledge of diversity. 

Six, allowing students to experience success 

Teaching to all students equally, for different vision, the different levels and characteristics of the students were teaching, attention to set the level and gradient teaching content, the creation of more conditions, so that each student will be able to experience the learning achievement, teaching requirements should take into account a variety of factors on the basis of blind students, ability, etc., to fit the actual level exams students, teaching content should be individualized, flexible use of teaching methods based on student characteristics. 

Seven, teaching some of the confusion 

Experiment 1 chemistry class students on the selection in the classroom are safe drugs, such as electrolyte conductivity experiments, grouping works well. How to make the security on the basis of students to observe the operation, with some dangerous experiments, all blind students how to perceive? 

2 students are now using a textbook, the experimental part of the PEP accounted for a large proportion of experimental chemistry we do less, experimental physics done better, students reflect better. How to carry out chemical experiments we urgently need to learn. 

3 schools existing experimental equipment without taking into account the characteristics of blind students, such as ammeter, voltmeter readings, and similar measuring instruments. Low Vision Students experiment results better, he sent some blind students. 

4 Physical and chemical disciplines we use PEP materials, after-school exercises, some less, teachers need to choose some extra questions read to the students, so that students know more about some of the questions. 

Our school physics and chemistry teaching, and brother schools compared, there are many shortcomings, through the exchange of learning activities, more learning, more learn to make our work better.