By introducing real graphic design projects into PS classroom teaching, it is beneficial to cultivate the self-confidence, collective sense of honor and design creative thinking ability of hearing-impaired students. Teachers can create a graphic design project actual combat situation for hearing-impaired students, set up a project team, simulate the real working scene of the enterprise, and follow the actual work process of graphic design, from the undertaking of the design project, the idea of creativity, production to the final submission of works, so that everyone listening Disabled students participate in the whole process.
For example, take the logo design course as an example Image Manipulation Service to illustrate the process of introducing a company's logo design project into PS classroom teaching; first, according to the teaching progress of the PS course, the teacher timely imports the logo design project of a company's real bidding, and then divides the students into four project groups Each group started to collect and sort out the relevant pictures and texts of the enterprise and then conducted many discussions within the group to formulate a preliminary plan for the logo design of the enterprise.
The best logo design scheme is submitted to the enterprise, and teachers monitor the completion progress of each group's design projects during the whole process. Finally, the teacher evaluates the students' performance according to the completion of the design project, and conducts a comprehensive evaluation of the students' logo design course performance in combination with mutual evaluation among students and students' self-evaluation. 3. Conclusion According to the actual situation of hearing-impaired students, respecting the individual development of each student, teaching according to the individual, and actively exploring and innovating more targeted graphic design teaching methods are still the key work to improve the quality of PS graphic design teaching.