At the same time, he emphasized the use of shortcut keys to attract the attention of hearing-impaired students with visual icons, so as to achieve the expected teaching effect. (2) Optimizing teaching methods to stimulate interest in learning Interest is the foundation and fundamental driving force for learning PS graphic design. In PS graphic design teaching, teachers can use excellent graphic design works at home and abroad as visual objects to stimulate the interest of hearing impaired students in learning PS. When introducing knowledge points in each chapter, teachers should pay attention to selecting typical cases that are suitable for the age and psychological characteristics of hearing-impaired students, divide students into several project groups, introduce competition, and elect a group leader for each group.

First, the teacher puts forward the design task Image Manipulation Service requirements, and assigns the design task to each team leader. After the team leader undertakes the task, he leads the team members to discuss the design task. After brainstorming in the group, the task goal is determined, and the task is to be completed. What knowledge points need to be used to clarify the division of labor. Then each group completed the design task assigned by the teacher by using the relevant computer-aided design software according to the established task objectives.

The teacher organizes each group leader to explain the design ideas and the knowledge points encountered in the production process, and finally the teacher summarizes and concentrates on answering questions. Teachers will display the works of each group, and ask students to make mutual evaluations and comprehensive evaluations of teachers. Select excellent works and print them into color manuscripts and include them in the students' portfolio. After the course, the works will be displayed. By dividing the teaching form of project groups, the teaching purpose of "learning by doing" in graphic design of vocational high school for the deaf is embodied. (3) Strengthen the actual combat of graphic design projects, enhance self-confidence and collective sense of honor Hearing-impaired students pay more attention to the honor of small groups in the class and have a strong sense of team belonging.