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Specifics of developing and implementing remote classes in chemistry with hearing impaired students at a technical university of a general type

机译：一般类型技术大学听力障碍在化学中发展和实施远程课程的具体细节

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This article discusses the experience of remote teaching chemistry of hearing impaired students at Bauman Moscow State Technical University during pandemic. The key challenge of such a students is the limited content accessibility of educational resources in STEM disciplines, including “Chemistry”. In ordinary learning conditions, this problem is being solved by creating an accessible environment and implementing an additional cognitive-technology course in chemistry. In situation of pandemic, teachers have to transfer classroom “Chemistry” course to a distance format with creating conditions for effective remote students’ learning. This problem is being solved considering their individual cognitive peculiarities of information perception. All remote chemistry classes (lectures, laboratory works and seminars) are being taught through webinars. Principles of designing accessible webinars include creating multimodal student-friendly environment; accessibility of displayed education materials; thoughtful sequence of switching information sources; effective visual interaction with students during classes; establishing stable feedback between students and the teacher. Practical tasks are being solved applying technology of algorithm development based on interdisciplinary approach. In webinars, various cognitive problems of these students are being identified and solved successfully. The teacher plays a multi-functional role, being a teacher, a moderator, a tutor, and mainly a “team captain”.
机译：本文在大流行期间讨论了鲍曼莫斯科国家技术大学听力障碍学生远程教学化学的经验。这种学生的关键挑战是Stem学科教育资源的内容可达性有限，包括“化学”。在普通学习条件下，通过创建可访问的环境并在化学中实施额外的认知技术课程来解决这个问题。在大流行的情况下，教师必须将课堂“化学”课程转移到距离格式，为有效的偏远学生学习创造条件。考虑到他们的信息感知的个人认知特性，正在解决这个问题。所有远程化学课程（讲座，实验室工程和研讨会）正在通过网络研制讲授。设计无障碍网络研讨会的原则包括创造多模式学生友好环境;显示教育材料的可访问性;切换信息源的周到序列;与课程中的学生有效的视觉互动;在学生和老师之间建立稳定的反馈。基于跨学科方法的算法开发技术解决了实用任务。在网络研讨会中，正在识别和解决这些学生的各种认知问题。老师扮演多功能的角色，成为教师，主持人，导师，主要是“团队队长”。

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