In the training room of the Cultural Relics Restoration and Protection major in the Art and Design Department of Shandong Special Education Vocational College, several students sit together to discuss specific plans for "performing surgery" on broken pottery shards. Unlike other cultural relic restorations, the restorers here are hearing-impaired students who rely mainly on sign language and eye contact for communication. Don't worry, it's not time to make up for it yet. ”Li Ao, the director of the teaching and research department of cultural relic restoration and protection, translated a sentence from the scene for the reporter. In 2019, Shandong Vocational College of Special Education cooperated with state-owned cultural and museum units and enterprises to establish a major in cultural relic restoration and protection for hearing-impaired students. Restoring cultural relics requires being calm and composed, deaf students not being disturbed by external sounds, being highly focused, and possessing the conditions to become cultural relic restorers. ”Li Ao said. The first batch of more than 20 students were recruited for this major, but soon the teachers found that although translation software could turn the teacher's words into text and display them in real time on the big screen, a large number of professional terms made it difficult for students to understand, resulting in poor teaching effectiveness. At the "review meeting", teachers reached a consensus that traditional teaching methods are not feasible. It is necessary to combine the actual situation of hearing-impaired students and the characteristics of vocational education, condense and extract professional knowledge points, clarify standard sign language for professional terms, practical tools, and operation steps, and teach in a way that students can understand. Professional teacher Zong Heng, who is 30 years old this year, introduced that through centralized training and self-study, two professional teachers and two enterprise mentors have learned sign language in a relatively short period of time, and can explain the meaning of "minimum intervention principle" and "repairing the old as it is" in a simple and understandable way. The school and enterprise have also collaborated to compile the "Manual of Sign Language for Cultural Relic Restoration", which solidifies the sign language techniques for unclear words such as "unveiling" in the existing sign language. Farewell to 'reading subtitles' in class, students' enthusiasm for learning is ignited. The first time I taught in sign language, the children's eyes lit up, their hands were raised high, and they asked many questions. They were very delicate and could feel whether the teacher was sincere, "said Zong Heng. A few clever students in the class took the initiative to serve as "paraphrasers" and constantly helped the teacher who was "stuck", often making the teachers and students laugh together. Serious in class and diligent in practice after class, students have made remarkable progress. Now, about 70 students can restore tens of thousands of pages of ancient books and hundreds of ceramics in a year, and some students have also participated in the cultural relic restoration project of Shandong Museum. What is touching is that they were particularly careful and meticulous when restoring cultural relics. In the process of focusing on 'piecing together the whole', it seems that they are also using patience and awe to make up for some kind of regret in life, "said Li Ao. With the further development of skills training and special education in the country, the software and hardware facilities for school teaching have been greatly improved. The training venue has transformed from two tables to 11 studios and 1 showroom with a total area of approximately 1000 square meters, equipped with color measuring instruments and other equipment. During an interview, student Xiao Jing wrote in a memo on her phone: "I feel honored to be able to use the power of technology to restore the appearance of cultural relics and preserve the history they carry. This major has also made me love Chinese excellent traditional culture even more." In recent years, "museum fever" and "archaeology fever" have become popular, and professions such as cultural relic restorers and ancient book restorers are becoming more well-known to more people. The career development path of students in related majors is becoming clearer and their employment confidence is stronger. At present, the major of cultural relic restoration and protection has trained nearly 100 graduates, of whom about 50 have become full-time restorers. As the path of education extends, the self-worth of special students is highlighted, and certain social biases are quietly corrected. Feifei, a student who graduated last year, told reporters through WeChat: "From being questioned about 'can you do it well?' at the beginning, to now customers actively expressing their gratitude through sign language, I have proven myself and also passed on the hope of life to more people." "More and more parents are recognizing and valuing the career choices of special needs children, and cooperating with schools to explore their potential. ”Tian Hui, the head of the Art and Design Department at Shandong Vocational College of Special Education, said. Nowadays, the admission ratio for the major of cultural relic restoration and protection is 3:1, and the consultation volume is five times that of the original major. Standing in the hallway and looking into the classroom, the 'silent' places also have 'deep meanings'. Students are repairing the cultural relics in front of them and also building a bright future for themselves. (New Society)