人类的思维活动并不是孤立自足的王国,它必须物化成为各种形态,没有物质依托的纯粹的思维是不存在的。思维的依托物有两种,一是语言形态,二是非语言形态。相应的思维亦分为语言思维和非语言思维。非语言思维可分为视觉型、动觉型和感知型。聋儿由于失聪和失语,直接导致他们的思维处于停滞不前的状态,以致于僵化,退化。所以,聋儿具备的思维是建立在第一信号系统之上的思维,其思维的依托物是客观事物本身或客观事物表象。因而在教学中,把有关时间的概念物化为具体的形象,通过视觉、动觉、感知等手段使聋儿的思维转为现实化,加深理解,帮助记忆。通过非语言思维手段、语言思维手段为聋儿建立完整的概念。 Human thinking activities are not isolated and self-contained kingdoms. They must materialize into various forms, and pure thinking without material support does not exist. There are two kinds of reliance on thinking, one is the language form, the second is non-language form. The corresponding thinking is also divided into linguistic thinking and non-linguistic thinking. Nonverbal thinking can be divided into visual, kinesthetic and perceptive. Deaf children as a result of deafness and aphasia, a direct result of their thinking in a stagnant state, resulting in rigidity, degradation. Therefore, the thinking of deaf children is based on the first signal system thinking, the basis of their thinking is the objective thing itself or the appearance of objective things. Therefore, in teaching, the concept of time is materialized into a concrete image, and the thinking of deaf children can be turned into reality through visual, kinesthetic and perceptive methods to deepen their understanding and help memorize. Through non-verbal thinking, language thinking means to establish a complete concept for deaf children.