在新一轮基础教育课程改革的推动下,我们聋校教育教学也发生了深刻变化,新的价值观、教学观、评价观都在重建和升华。新课程要求教师用新的理念活化自己的角色,但在实施教学过程中,我发现对教学效果的评价标准似乎也发生了变化。相当一部分人认为,好的教学效果关键是看教师表情是否自然?手语是否准确熟练?语言是否精练标准?学生是否“动”起来等。这些外在现象已成为课堂教学效果评价的主要标准。基于这种情况,笔者 Driven by the new round of basic education curriculum reform, we have undergone profound changes in the education and teaching of deaf schools. New values, teaching concepts and evaluation concepts are undergoing reconstruction and sublimation. The new curriculum requires teachers to activate their roles with new ideas, but in implementing the teaching process, I find that the evaluation criteria for teaching effectiveness also seem to have changed. Quite a few people think that the key to good teaching effect is to see whether the teacher’s expression is natural, whether the sign language is accurate and proficient, whether the language is scouring standard, whether the student is moving or not. These external phenomena have become the main criteria for classroom teaching evaluation. Based on this situation, the author