Auditory operation training method for hearing-impaired children

Abstract

The invention relates to an auditory operation training method for hearing-impaired children, and aims to solve the problem of hearing matching and difficulty in auditory understanding caused by insufficient high-order cognitive skills. Existing training mainly focuses on sound identification and word and sentence understanding, and lacks complex discourse reasoning multi-step information integration and processing process training. According to the method, an auditory operation stage is added on four stages of auditory development of Erber. The training method comprises the following steps: S1, visual understanding: designing a dual story, and enabling students to watch a teacher operation desktop doll, answer facts and infer questions; s2, multi-modal memory: students listen to teacher instructions, operate a desktop doll, and convert auditory information into multi-modal memory; s3, semi-open auditory operation: the students answer rational questions under the condition of no visual clues; and S4, opening auditory operation: presenting a new discourse material, and completing an rational problem through auditory single-channel information input by a student without the steps S1 to S3. According to the method, support type auditory operation training is provided for the hearing-impaired children.

Description

Technical Field

[0001] The present invention relates to the technical field of hearing-impaired training, and in particular to an auditory operation training method for hearing-impaired children. Background Art

[0002] Hearing is the process of comprehensively processing sound through the coordinated use of multiple sensory functions and cognitive psychological abilities. This process includes the perception, search, analysis, synthesis, and discrimination of sound. It is closely linked to the human brain and knowledge and experience, and is one of the main channels for individuals to perceive the external world. Auditory rehabilitation, based on hearing compensation or reconstruction, aims to restore and improve auditory function through gradual training, helping hearing-impaired children achieve "effective listening."

[0003] The process of auditory rehabilitation follows the laws of auditory development. Pol Lack, Eeber, Gao Chenghua, and others have all pointed out that auditory development consists of multiple interconnected stages, exhibiting a continuous progression from easy to difficult, from simple to complex. Liu Qiaoyun et al., integrating relevant research from both China and abroad, have identified four stages of auditory development in hearing-impaired children: auditory perception, auditory discrimination, auditory identification, and auditory comprehension. They advocate for a decompositional approach to auditory skills training. In the auditory perception stage, individuals are able to detect the presence of sounds and perceive the surrounding sound environment, but they may not necessarily understand or identify the source and meaning of the sounds. In the auditory discrimination stage, individuals are able to perceive similarities and differences between two or more speech stimuli, such as duration, intensity, pitch, tone, and differences in initials and finals. In the auditory identification stage, individuals are able to not only distinguish sounds but also associate them with specific meanings. Finally, in the auditory comprehension stage, individuals are able to integrate the information they hear to understand the context and content of language, enabling more complex communication and thinking.

[0004] Currently, the auditory ability assessment tools for Mandarin-speaking children are mainly divided into two categories: parent questionnaires and direct tests. The former is suitable for young children with low cooperation. Parents report to understand the children's auditory performance in daily life, but parents tend to exaggerate their children's performance level when reporting. The latter is suitable for children over 2 years old with better cooperation. The more commonly used ones are Lin's six-tone test, auditory ability assessment and early speech perception test. Among them, the auditory ability assessment edited by Professor Sun Xibin has the most extensive influence. It includes 9 items such as natural sound recognition, speech recognition, number recognition, tone recognition, monosyllabic word recognition, disyllabic word recognition, trisyllabic word recognition, short sentence recognition and selective listening. This assessment is the designated children's auditory ability assessment tool in the evaluation of designated rehabilitation institutions, and it has often been used as a research tool in studies related to the analysis of rehabilitation effects on hearing-impaired children in the past five years.

[0005] The disclosure of the above background technology content is only used to assist in understanding the concept and technical solution of the present invention. It does not necessarily belong to the prior art of this patent application. In the absence of clear evidence that the above content has been disclosed on the filing date of this patent application, the above background technology should not be used to evaluate the novelty and creativity of this application. Summary of the Invention

[0006] The present application provides a method for training auditory operations for hearing-impaired children. The auditory operations are defined as: through step-by-step cognitive processing (information extraction, memory integration, rule comparison, and logical deduction), the reasoning ability training of hearing-impaired children is broken down into operational operation modules, ultimately achieving a gradual improvement in reasoning ability from multimodal input to a single auditory channel. It is used to solve the auditory comprehension difficulties of hearing-impaired children caused by listening effort problems or insufficient development of higher-order cognitive skills (mainly reasoning and theory of mind) when processing information from a single auditory channel.

[0007] Definition and Analysis of Auditory Operations (Emphasis on Reasoning Training Process)

[0008] 1. Step-by-step decomposition of reasoning

[0009] 1. Information extraction: Locating key data from auditory input (e.g., “My brother eats two candies on Thursday”).

[0010] 2. Memory integration: Classify and store scattered information by time, role, and behavior (such as "my younger brother ate excessive amounts of sugar for two consecutive days").

[0011] 3. Rule comparison: compare the degree of match between behavior and instructions (e.g. “Mom stipulates one piece a day” vs. “little brother’s actual behavior”).

[0012] 4. Logical deduction: Draw conclusions based on differences in rules and behaviors (e.g., “younger brother violates rules → eats gluttonously → gets criticized”).

[0013] 2. Binding Relationship between Operation and Reasoning

[0014] 1. Dynamicity: The computational process simulates the computer’s “input-processing-output” logic, transforming abstract reasoning into trainable linear steps.

[0015] 2. Intervention: Through designs such as teaching aid blocking (S3) and instruction disassembly (S2), the complexity of reasoning is reduced in stages to adapt to the cognitive load threshold of hearing-impaired children.

[0016] 3. The essential difference from "auditory reasoning"

[0017] 1. Systematic: The operation emphasizes the whole process design of reasoning (such as S1-S4 stages) rather than single problem solving;

[0018] 2. Measurability: Quantify the phased improvement of reasoning ability through step-by-step questioning (A / B-level questions);

[0019] 3. Multimodal support: Initially, operations rely on visual and tactile assistance, and gradually transition to pure auditory reasoning, reflecting the "scaffolding" training concept.

[0020] Application Summary: This invention is based on the shortcomings of existing rehabilitation training technologies for hearing-impaired children in addressing the specific auditory and cognitive processes involved in auditory comprehension. The specific issues are as follows:

[0021] (1) Insufficient understanding of the relationship between auditory matching ability and auditory comprehension difficulties

[0022] Auditory aptitude refers to the mental energy and resources required to understand auditory information, especially under challenging listening conditions such as background noise, poor sound quality, or hearing impairment. For hearing-impaired children, greater perceptual effort is usually required to successfully understand auditory information, which may lead to distraction of attention and strained allocation of cognitive resources. Based on Kahneman's theory of limited cognitive resources, the consumption of cognitive resources brought about by increased auditory aptitude may lead to the inhibition of other cognitive functions of hearing-impaired children when processing and understanding speech information - that is, the brain is forced to prioritize the allocation of resources to resolve the ambiguity of sound signals, and the remaining resources are insufficient to invest in the high-level cognitive activities required for deep semantic processing, resulting in an inability to effectively understand the information after hearing it.

[0023] Recent literature indicates that the concept of auditory performance has only recently been introduced in China. Between 2015 and 2023, only nine articles on the topic were published in domestic audiology journals. Many frontline clinicians, hearing aid fitters, nurses, and rehabilitation therapists remain unclear about the specific connection between auditory performance and their actual work. In other words, within the field of hearing-impaired child rehabilitation, there is a lack of understanding of the relationship between auditory performance and auditory comprehension difficulties, and related teaching strategies are virtually nonexistent.

[0024] (2) There are obvious bottlenecks in the development of higher-order cognitive skills in hearing-impaired children

[0025] In Kintsch's constructivist model, auditory comprehension is a multidimensional skill that requires the integration of auditory processing, language skills, and cognitive skills. Young-Suk Grace Kim's research has also confirmed that direct and mediated relationships between basic cognitive skills (working memory and attention), basic language skills (vocabulary and grammatical knowledge), and higher-order cognitive skills (reasoning, theory of mind, and comprehension monitoring) contribute to auditory comprehension. Therefore, the underdevelopment of higher-order cognitive skills is also a concern for hearing-impaired children's auditory comprehension difficulties.

[0026] Due to their hearing impairment, hearing-impaired children, even with the assistance of hearing devices and auditory rehabilitation training, still require multimodal input when listening to picture books or classroom content. This involves combining visual aids (such as images and text) with auditory input to alleviate the excessive consumption of cognitive resources by auditory input, freeing up more resources for in-depth processing of textual information. At the same time, hearing impairment also limits the cognitive development of hearing-impaired children, resulting in weaker learning, memory, comprehension, and abstract thinking abilities. They are more inclined towards concrete thinking, and their language development is slow, with simple grammatical structures and weak expression and comprehension abilities. They also struggle to process complex textual information through a single auditory channel.

[0027] Many hearing-impaired children are able to achieve academic results similar to those of normal-hearing children in the preschool stage. However, as they progress through the grades, their learning progress gradually falls behind. As a result, a large number of hearing-impaired children experience a "return flow" phenomenon, which refers to the phenomenon that after receiving early auditory and speech intervention, although hearing-impaired children have made significant improvements in auditory perception and oral language skills, they still find it difficult to cope with learning in higher grades and eventually have to return to special education schools. Grades three to four are a critical transition period for students. During this stage, classroom teaching begins to use a lot of academic language, greatly increasing the cognitive requirements for auditory information processing, and the bottlenecks in the development of higher-level cognitive skills of hearing-impaired children begin to emerge.

[0028] (3) The development goals of auditory comprehension in the traditional auditory development stage are vague

[0029] The four stages of hearing rehabilitation for hearing-impaired children were proposed by Erber in 1982. The specific performance levels are described as follows:

[0030] Table 1 Description of the four stages of traditional auditory development and performance levels

[0031] Auditory development stages Performance level Auditory Perception Establish a "sound-reaction" connection and cultivate awareness of the existence of sound. Auditory discrimination Individuals are able to distinguish the differences between different sounds. Auditory Recognition Associate sounds with specific objects or symbols to form auditory memory. Auditory comprehension Integrate information and apply it to verbal communication.

[0032] It can be found that the goals of the auditory comprehension stage are too broad and have unclear levels. Teachers are unable to clearly distinguish between the training goals of "factual questions" and "inference questions" based on the existing framework, resulting in vague goals when designing individualized education plans (IEPs). For example, two hearing-impaired children may be in the "auditory comprehension" stage at the same time, but one child can only answer simple factual questions based on the retelling of the story plot, while the other child can make inferences, interpretations, and judgments about the character's motivations and behaviors based on the story plot, filling in the gaps in specific details in the context to answer reasoning questions. However, the ability gap in this example has not been accurately identified and intervened by the existing auditory training system. This lack may cause hearing-impaired children to have adaptation problems in inclusive education, such as difficulty understanding the academic language in the classroom, which is characterized by abstraction and decontextualization, and obstacles in social communication with peers.

[0033] Table 2 Comparison of factual questions and inferential questions The Fox Borrows the Tiger's Power

[0034]

[0035] Current auditory comprehension assessments also have significant drawbacks. For example, most use word lists and simple sentence recognition tasks to assess hearing-impaired children's auditory comprehension abilities. Lewis et al. have criticized the ceiling effect of using these low-cognitive tasks to assess children's auditory comprehension. This can cause pediatric rehabilitation professionals to overlook gaps in hearing-impaired children's auditory and language performance, leading to the risk of inadequate intervention.

[0036] (4) Lack of training methods for high-level cognitive skills in auditory information processing

[0037] While the auditory oral method is a widely used and proven effective approach for children's overall language development, its application to listening comprehension remains lacking. For example, a longitudinal study demonstrated that the auditory oral method had some intervention effects on hearing-impaired children's auditory comprehension, but was not significantly effective in narrowing the gap with their hearing-impaired peers. Previous research has explored the use of tabletop manipulatives as an intervention strategy to improve children's narrative comprehension and found that children's story reasoning scores improved significantly compared to when manipulatives were not used. However, this study design did not adequately address the specific challenges children face when processing oral narratives because it did not distinguish between comprehension results in visual and oral presentation modes, a key distinction that may discriminate between hearing-impaired children. Therefore, traditional training methods have not specifically addressed how tabletop manipulatives support hearing-impaired children's cognitive processing during listening tasks, making it difficult for hearing-impaired children to make the transition from "seeing comprehension" to "hearing comprehension" to "thinking."

[0038] To solve the above problems, the present application discloses the following technical solutions:

[0039] An auditory computation training method for hearing-impaired children adds a fifth stage, "auditory computation," to Erber's traditional four stages of auditory development (perception, discrimination, recognition, and comprehension). Auditory computation is defined as breaking down hearing-impaired children's reasoning ability training into actionable computational modules through step-by-step cognitive processing (information extraction, memory integration, rule comparison, and logical deduction), ultimately achieving a gradual improvement in reasoning ability from multimodal input to a single auditory channel. The step-by-step cognitive processing specifically includes information extraction, memory integration, rule comparison, and logical deduction. The method comprises the following steps:

[0040] S1. Visual Comprehension: Design dual stories involving positive and negative behaviors, and use tabletop puppets to dynamically interpret the causal relationship between behavior and consequences. After visual observation, students answer factual questions (e.g., "What did Mom buy?") and inferential questions (e.g., "Who ate too much?"), establishing a preliminary awareness of rules.

[0041] S2. Multimodal Memory: The teacher breaks down the text into single-sentence structured instructions (average sentence length ≤ 8 words). Students listen to the instructions and manipulate the desktop puppet, transforming the auditory information into multimodal memory (auditory + tactile + visual), completing the storage and preliminary integration of the text information. The average length of the single-sentence structured instructions is ≤ 8 words, and the multimodal memory is auditory + tactile + visual.

[0042] S3, semi-open auditory operation: Under the condition of blocking the visual clues of the table teaching aids, students rely solely on auditory memory to retrieve information and answer reasoning questions based on the content of S2 operation (such as "How many days in a row has my brother been greedy?"); if they have difficulty answering, the teacher briefly displays the teaching aids to assist memory activation and strengthen information integration and rule comparison skills;

[0043] S4. Open Auditory Operation: Students are presented with text materials related to the training topic but not trained in S1-S3. Students directly complete reasoning questions (such as "Who will the mother praise? Why?") through a single auditory channel input (without visual or tactile assistance), testing their ability to independently handle complex text reasoning across time and events. Here, the single auditory channel input refers to the absence of visual or tactile assistance.

[0044] In some possible implementations, the design of the dual story must meet the following requirements: positive behavior and negative behavior form a quantitative contrast in time, rules, or consequences (such as "gluttony" and "no gluttony"); and the behavioral differences are dynamically presented through teaching aids (time cards, candy, puppet teaching aids) to strengthen the visual expression of causal relationships.

[0045] In some possible implementations, the implementation of "multimodal memory" in step S2 includes: breaking down complex text into single-sentence instructions, each sentence containing one core behavior or event; students verify the matching of instructions and operations through the "auditory input → action output → visual feedback" cycle.

[0046] In some possible implementations, the "semi-open auditory operation" in step S3 includes step-by-step questioning: factual questions: testing factual memory (such as "How many candies did my brother eat on Thursday?"); reasoning questions: requiring the integration of temporal information and rule comparison (such as "Why was my brother criticized?").

[0047] In some possible implementations, the text materials for the "open auditory operation" in step S4 must meet the following requirements: the training theme of "gluttony" remains unchanged, but the plot, characters, and time parameters are all new content; the reasoning questions must involve information integration across time points (e.g., "Does my younger brother continuously violate the rules?") and rule application (e.g., "How would my mother evaluate my younger brother?").

[0048] In some possible implementations, the cognitive processing steps of the auditory operation specifically include: information extraction: locating key data (such as behavior, time, and role) from auditory input; memory integration: storing scattered information by timeline or role classification; rule comparison: comparing the matching degree between behavior and instructions; logical deduction: drawing conclusions based on the differences between rules and behavior.

[0049] In some possible implementations, the rule comparison and logical deduction need to be designed through teaching aid blocking and phased questioning, gradually reducing multimodal assistance, and ultimately achieving independent operation of the pure auditory channel.

[0050] Compared with the prior art, one or more technical solutions provided in the embodiments of this application have at least the following technical effects or advantages: First, the storyline described by the teacher contains key information, main characters, and events. This complete narrative provides a complex language environment for hearing-impaired children, requiring them to not only understand the meaning of individual words and sentences but also grasp the overall plot and internal logic within the context of the story. This contextualized learning method encourages children to gradually improve their ability to understand complex texts.

[0051] Secondly, children engage in hands-on learning by selecting puppets and objects to simulate story characters and scenes. This method combines visual and hands-on practice, not only enhancing children's sense of participation but also allowing them to understand the interactions and relationships between characters in specific scenarios. This multi-sensory experience enables children to absorb and understand information more deeply, surpassing traditional auditory training and truly promoting their ability to process complex information. As training deepens, children are able to gradually transition from initially relying on visual cues to independently using auditory cues to infer spoken text.

[0052] After the operation, the teacher covers the teaching aids and asks the children to recall the story content to test their memory and understanding of the information. This process not only tests the children's memory, but also requires them to think deeply about the logical relationship between the information, further improving their comprehensive understanding ability.

[0053] In this way, auditory operation training is achieved, which effectively solves the problem of hearing-impaired children's insufficient auditory ability to use cognitive ability to reason after listening to verbal information.

[0054] In addition, contrasting stories (such as "Punctuality vs. Dawdling") can be used to intuitively reveal behavioral logic and reduce the difficulty of understanding complex texts. Multi-sensory collaborative training can also be used: combining visual observation, puppet manipulation, and auditory instructions to overcome the limitations of single-sensory training. This can achieve a spiral of ability improvement: a progressive path from visual assistance to independent auditory reasoning, systematically cultivating higher-level cognitive abilities and promoting the language application and social skills of children with special needs in real-life situations. BRIEF DESCRIPTION OF THE DRAWINGS

[0055] Figure 1 This is a flowchart of the auditory operation training method for hearing-impaired children; DETAILED DESCRIPTION

[0056] Specific embodiments of the present invention will now be mentioned in detail. Although the present invention is described in conjunction with these specific embodiments, it should be appreciated that the present invention is not intended to be limited to these specific embodiments. On the contrary, these embodiments are intended to cover substitutions, changes or equivalent embodiments that may be included in the spirit and scope of the invention defined by the claims. In the following description, a large amount of specific details are set forth to provide a comprehensive understanding of the present invention. The present invention can be implemented without some or all of these specific details. In other cases, in order not to make the present invention unnecessarily obscure, well-known process operations are not described in detail.

[0057] When used in conjunction with "including," "methods comprising," or similar language in this specification and the appended claims, the singular forms "a," "an," and "the" include plural references unless the context clearly dictates otherwise. Unless defined otherwise, all technical and scientific terms used herein have the same meaning as commonly understood by one of ordinary skill in the art to which this invention belongs.

[0058] See also Figure 1 The present invention provides an auditory operation training method for hearing-impaired children, comprising the following steps:

[0059] Step S1: Visual Understanding Training Module

[0060] 1. Parallel story design

[0061] Based on the actual life scenarios and social norms of hearing-impaired children, teachers designed contrasting dual stories containing positive and negative behaviors. The positive behaviors represent high-moral behaviors that conform to social rules (such as "not being greedy"), and the negative behaviors represent typical behaviors that violate social rules (such as "being greedy"). The causal relationship between behavior and consequences is intuitively demonstrated through a behavioral difference quantification model (such as sugar, time cards, and puppets).

[0062] 2. Dual role performance

[0063] Through the tabletop puppet drama performance, the key events in the dual story (such as "Greed") are dynamically interpreted, including:

[0064] - Use teaching aids (e.g., student and teacher puppets, tables and chairs to simulate a family scene) to simulate a story scenario (e.g., an older sister and younger brother are watching TV, and their mother comes back and says, "I bought some candy, but you can only have one piece of candy a day");

[0065] -Simulate positive and negative behavior scenarios simultaneously.

[0066] Positive behavior: On Monday, my sister ate a piece of candy.

[0067] Negative behavior: the younger brother ate three candies;

[0068] -Reinforce the association of behavior with time and quantity parameters through time visualization tools (e.g., week cards and sugar).

[0069] 3. Analysis and judgment of behavioral differences

[0070] Guide hearing-impaired children to observe and compare the key differences between positive and negative behaviors, including:

[0071] - Ask children to identify behavioral differences through visual observation (e.g., "the older sister eats one candy, the younger brother eats two candies");

[0072] - Integrate students' life experiences and judge the correctness of behaviors through interactive questions and answers (such as "Who did it right?");

[0073] Lexical Anchoring and Discourse Parsing

[0074] Naming and defining the dual behaviors is taught, binding abstract words (such as "gluttony") to specific behaviors and consequences, including:

[0075] - Use the vocabulary card "greedy" to pair with the puppet;

[0076] - Through the teacher's evaluation language, students can understand the consequences of their behavior (e.g., "Brother, you are greedy. This is wrong and will make your teeth sick.");

[0077] Step S2: Multimodal Memory Module

[0078] 1. Discourse Information Decomposition and Instruction Generation

[0079] Decompose complex text information into single-sentence structured instructions, which must meet the following conditions:

[0080] - Each instruction contains one core behavior or event (e.g., "My sister ate a piece of candy");

[0081] - The instruction language is consistent with the auditory comprehension memory length of hearing-impaired children (average sentence length ≤ 8 words).

[0082] 2. Auditory memory training

[0083] Hearing-impaired children operate teaching aids according to auditory instructions to store and understand auditory information, including:

[0084] Auditory input: receiving structured instructions from the teacher (e.g., “My brother ate two candies”);

[0085] Action output: Select the corresponding teaching aid to make the brother eat candy (such as "two candies") and complete the scene restoration with the puppet model (brother);

[0086] Visual feedback: Verify the accuracy of auditory information matching through the placement of teaching aids.

[0087] Step S3: Semi-open auditory computing module

[0088] 1. After the hearing-impaired children have completed the operation of the teaching aids, the teaching aids on the table are completely covered with a covering cloth. The teacher asks questions to the students, forcing the hearing-impaired children to rely on auditory memory to retrieve information. The teaching aids are only briefly displayed (≤5 seconds) to assist memory activation when they have difficulty answering.

[0089] 2. Step-by-step questioning system

[0090] Gradually increase cognitive complexity:

[0091]

[0092] Step S4: Open the auditory computing module

[0093] Hearing-impaired children are given a new text with the same theme but different content that they have not trained in S1-S3. After obtaining verbal information through auditory single-channel information input, the hearing-impaired children can answer auditory reasoning questions.

[0094] The specific teaching case is as follows: Regarding the teaching of auditory operations of "gluttony", A represents the teacher's instructions, B represents the student's response, and C represents the teacher's feedback after the student is correct.

[0095] 1. Objectives:

[0096] 1. By watching the desktop characters, you can understand the short story about the theme of "gluttony"

[0097] 2. Through listening, children can complete auditory operations on the theme of "gluttony", answer reasoning questions, and improve the auditory thinking ability of hearing-impaired children.

[0098] 2. Teaching preparation: three puppets including mother, sister and brother, and simulation teaching aids such as tables and candies.

[0099] 3. Teaching steps:

[0100] Teaching step 1: Visual comprehension training module

[0101] 1. Students watch the teacher's desktop role performance:

[0102]

[0103] 2. After the desktop role performance, the teacher will ask questions step by step.

[0104] 2-1A Factual Questions:

[0105]

[0106]

[0107] 2-2B type of reasoning questions:

[0108]

[0109] Teaching Notes:

[0110] (1) Students should be guided to observe and compare the similarities and differences between the older sister and younger brother’s behaviors, and to judge whether their behaviors are right or wrong.

[0111] (2) After students can make correct judgments, they can be taught the definition of “gluttony” for the wrong behavior, avoiding direct lecturing.

[0112] (3) Questioning must be done step by step. Only after completing Level A questions can you enter Level B, and so on.

[0113] 3. Multimodal auditory memory training

[0114] 3-1 Discourse Information Decomposition and Instruction Generation

[0115] 3-2 Auditory Memory Training

[0116]

[0117]

[0118] Teaching Step 3: Semi-open Auditory Operation Training Module

[0119] Conduct step-by-step questioning training without visual cues.

[0120] The teacher covers the desktop teaching aids with a cloth and asks factual and inferential questions based on the above text information. If the students cannot answer, the teacher can remove the cloth and let the students see it for a few seconds before covering it again.

[0121] Teaching Notes:

[0122] (1) During training, it is necessary to generalize the activities related to "gluttony" and change the instructions to avoid stereotyped memory.

[0123] Step 4: Open Auditory Computation

[0124] Students can complete auditory operations on new texts on the same topic that they have never trained on simply by listening to the text information, without the need for visual operations.

[0125] Finally, it should be noted that the above embodiments are intended only to illustrate the technical solutions of the present invention and are not intended to limit the present invention. Although the present invention has been described in detail with reference to preferred embodiments, persons skilled in the art will appreciate that modifications to the specific embodiments of the present invention or substitutions of some of the technical features may be made without departing from the spirit of the present invention and are intended to be encompassed within the scope of the technical solutions claimed herein.

Claims

1. An auditory operation training method for hearing-impaired children, characterized in that: A fifth stage, "auditory operations," has been added to Erber's traditional four stages of auditory development (perception, discrimination, recognition, and comprehension). Auditory operations are defined as breaking down the reasoning ability training of hearing-impaired children into actionable operational modules through step-by-step cognitive processing, ultimately achieving a gradual improvement in reasoning ability from multimodal input to a single auditory channel. The step-by-step cognitive processing specifically includes information extraction, memory integration, rule comparison, and logical deduction. The method includes the following steps: S1. Visual Comprehension: Design dual stories involving positive and negative behaviors, and use tabletop puppets to dynamically interpret the causal relationship between behavior and consequences. After visual observation, students answer factual and inferential questions to establish a preliminary awareness of rules. S2. Multimodal Memory: The teacher breaks down the text into single-sentence structured instructions. Students listen to the instructions and manipulate the desktop puppets, transforming auditory information into multimodal memory, completing the storage and initial integration of the text information. The average length of the single-sentence structured instructions is ≤ 8 words, and the multimodal memory is auditory, tactile, and visual. S3, semi-open auditory operation: Under the condition of blocking the visual clues of the table teaching aids, students rely solely on auditory memory to retrieve information and answer reasoning questions based on the content of S2 operations. If they have difficulty answering, the teacher briefly displays the teaching aids to assist memory activation and strengthen information integration and rule comparison skills. S4. Open Auditory Operation: Students are presented with text materials related to the training topic but not trained in S1-S3. Students are required to directly complete reasoning questions through a single auditory channel input to test their ability to independently handle complex text reasoning across time and events. The single auditory channel input refers to the absence of visual or tactile assistance.

2. The auditory operation training method according to claim 1, characterized in that: The design of the dual story must meet the following requirements: positive behavior and negative behavior form a quantitative contrast in time, rules or consequences; the behavioral differences are dynamically presented through teaching aids to strengthen the visual expression of causal relationships, where the teaching aids include time cards, candies, and puppet teaching aids.

3. The auditory operation training method according to claim 1, characterized in that: The implementation of "multimodal memory" in step S2 includes: breaking down complex text into single-sentence instructions, each sentence containing one core behavior or event; students verify the matching of instructions and operations through the "auditory input → action output → visual feedback" cycle.

4. The auditory operation training method according to claim 1, characterized in that: The "semi-open auditory operation" in step S3 includes step-by-step questioning: factual questions: testing factual memory; reasoning questions: requiring the integration of temporal information and rule comparison.

5. The auditory operation training method according to claim 1, characterized in that: The text materials for the "Open Auditory Operation" test in step S4 must meet the following requirements: the training theme of "gluttony" remains unchanged, but the plot, characters, and time parameters are all new content; and the reasoning questions must involve information integration and rule application across time points.

6. The auditory operation training method according to any one of claims 1 to 5, characterized in that: The cognitive processing steps of the auditory operation specifically include: information extraction: locating key data from auditory input; memory integration: storing scattered information by timeline or role classification; rule comparison: comparing the matching degree between behavior and instructions; logical deduction: drawing conclusions based on the differences between rules and behavior.

7. The auditory operation training method according to claim 6, characterized in that: The rule comparison and logical deduction need to be designed through teaching aid blocking and phased questioning, gradually reducing multimodal assistance, and ultimately achieving independent operation of the pure auditory channel.

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