Key points:
* Job analysis: a learning strategy that analyzes complex skills and concepts into small steps. Divide a specific target action into several independent decomposition actions or elements according to the logical order of occurrence, and let the students connect them in series into the target action after completing the decomposition actions (elements). It is ok to explain a similar meaning in your own words. )
* Use job analysis method: teach students a skill, a target behavior, a concept/knowledge, etc.
* The purpose of job analysis method is to create opportunities for students to experience success, find out the difficulties in teaching and observe students' ability level.
* Example: Take a skill or knowledge point as an example and explain it step by step.
2. What are the three forms of chain lock method? What factors determine the choice of three forms? Give a teaching example to illustrate the application of "reverse chain locking method"
Key points:
* Three forms of chain lock methods: forward chain lock, reverse chain lock and overall task presentation;
* Determinants of chain lock mode selection: First, the complexity of target behavior; The second is the learning ability of individual cases;
* Application of forward chain lock: first teach the first step of the series, then teach the second step, and link the second step with the first step, and so on, then teach the subsequent steps to guide and master the whole chain. (For example, make the bed: flatten the quilt-fold the long side of the quilt in half, fold the other side of the quilt in half-fold it again-put the folded quilt beside the bed-flatten the sheets)
* Application of reverse chain lock: teach the last step first, then the penultimate step, link the penultimate step and the penultimate step for training, and so on, and gradually reverse to the beginning of the task chain. (For example, wearing a pullover: sorting clothes-putting two hands into sleeves-putting the neckline on your head-picking up clothes-distinguishing the front and back of clothes)
* Presentation of the whole task: the case should complete the whole task every time it is studied.
3. What is the combination of education and health? In the actual teaching work, by what means can "the combination of teaching and learning" be realized?
Key points:
* Combination of education and rehabilitation: refers to the comprehensive intervention method of special education combining educational technology with rehabilitation technology. Special education in a broad sense is essentially "educational rehabilitation" and belongs to a category of rehabilitation. In a narrow sense, it mainly refers to "education+medical rehabilitation".
* The path of combining teaching with health: infiltrate rehabilitation goals into daily teaching activities and give full play to the rehabilitation function of education itself, such as integrating rehabilitation goals such as oral muscle training, pronunciation training and oral expression into life language; Through one-on-one training, students are given special rehabilitation training to support them to participate in education better; The mode of "school+rehabilitation institution" collaborative service case is adopted to realize the combination of teaching and rehabilitation.
4. What are the types of assessment in special education? Give examples of what each evaluation refers to. As a special education teacher, what do you think is the most commonly used evaluation method?
Key points:
* Evaluation categories: standardized evaluation, non-standardized evaluation and informal evaluation (observation)
* Standardized assessment: use standardized scales for assessment, such as wexler Intelligence Assessment, PEP-3 and VB-MAPP.
* Non-standardized assessment: assessment using impermanence scale, such as assessment of national curriculum standards for intellectual development, assessment of double happiness curriculum, assessment of various checklists, etc.
* Informal evaluation: mainly through observation to understand students' performance and ability in action, sensory perception, cognition, self-care, emotional behavior, language communication and so on. It is the most commonly used evaluation method for special education teachers.
5. What is personalized education? What are the teaching forms of personalized education? What is an Individualized Education Plan (IEP)? What does IEP contain? Who is the person who formulates and implements IEP?
Key points:
Individualized education: Individualized education is based on respect for students' individuality, and it has changed from teaching materials and teachers-centered education to student-centered education, truly taking care of each student's potential development and personality development.
* Teaching forms of personalized education: collective teaching, group teaching and one-on-one individual teaching.
* Individualized education plan: refers to an education plan for every disabled student who receives special education to meet his personal development needs.
*IEP content: the development level of the case (disaster preparedness), education and environmental support resources; Long-term and short-term objectives of the case; Required services and support (such as auxiliary equipment, ideas, materials, etc. ); The time limit and date for the implementation of educational services; Evaluation objectives, evaluation methods and evaluation timetable with a one-year cycle.
* personnel who make and implement *IEP: class teacher, teachers in each class, parents (often with people), students themselves, and administrative personnel.
What are the core elements that students should pay attention to in IEP? How do you understand the relationship between national curriculum standards and students' career development? How to understand the relationship between IEP objectives and teaching materials?
Key points:
* The core element that *IEP pays attention to: the core accomplishment of serving students' career development (all-round development)
* The relationship between national standards and students' career development: National curriculum standards are programmatic standards for students to meet their learning needs in compulsory education, and are the basic requirements for improving their core literacy in cognitive ability, living ability and motor function. The national curriculum standard is the product of promoting students' development, and its prescribed learning content is based on promoting students' development. In order to truly realize the career development of serving students, school-based treatment should be carried out when necessary.
* Relationship between IEP objectives and teaching materials: IEP is a project, and teaching materials are the carrier and service of IEP. The choice of teaching materials mainly depends on whether the IEP goal can be achieved.
7. What are the long-term and short-term goals of the personalized education plan? Illustrate the main points of long-term and short-term goal statements with examples respectively. Where does the IEP goal come from?
Key points:
* Long-term goal: refers to the goal that takes a relatively long time to complete, such as one year/half a year, which is generally descriptive, such as improving writing ability; Improve life skills.
* Short-term goal: usually refers to the specific goal corresponding to the long-term goal, which can be achieved in a relatively short time, such as one month/less, and needs to be specific and measurable when writing. The time limit and the degree of concretization depend on the ability of the case itself. For example, for the short-term goal of improving writing ability, there may be: three points can be connected into a line; Chinese characters that can draw red strokes; Able to write Chinese characters within 3 strokes independently; Corresponding to the short-term goal of improving life skills: being able to wear pullovers, passing pullovers independently, squeezing toothpaste, and cooperating with adults when brushing their teeth.
8. What is differentiated teaching? When designing teaching, why should we analyze the learning situation first and then the content?
Key points:
* Differentiated teaching: In teaching, different individuals and groups are given different learning resources and different learning methods to achieve the same or different learning goals. Differential teaching is an important way to implement individualized education in special education.
* Why do students learn content first: The core idea of student-centered personalized education requires that all activities should be carried out around students, and teaching content is only the carrier to promote students' development. Therefore, before choosing the teaching content, we should analyze the learning situation and then choose the teaching content on the basis of the learning situation.
9. What elements should be included in a complete and standardized information-based teaching design for schools with mental retardation? Please select an important element to explain what it contains.
Key points:
* Elements: discipline, learning situation analysis, teaching content analysis, teaching objectives, teaching difficulties, teaching progress, preparation of teaching resources, teaching methods, teaching process, information technology support strategy, teaching time allocation, blackboard writing design, teaching reflection (after class).
* What should be included:
(1) Analysis of learning situation: basic ability, preparation for learning this topic, and information technology literacy.
(2) Analysis of teaching content: the subject content, its role and position in learning.
(3) Teaching objectives: three-dimensional goals and rehabilitation goals.
(4) Preparation of teaching resources: teaching AIDS, learning tools, electronic resources, courseware, etc.
(5) Teaching methods: situational teaching method, game teaching method, small step teaching method, teaching method, practice method, etc.
(6) Teaching process: introduction, new teaching, practice, class summary, expansion activities, etc. Key elements such as teaching time, blackboard writing, presentation of hierarchical/differentiated teaching activities, teacher-student activities and information support strategies should be integrated into each link.
10. What should be included in the academic situation analysis of collective teaching? Please take a topic in your actual teaching work as an example to make a statement.
Key points:
* the content of learning situation analysis:
Basic ability: the basic situation of cognition, thinking and action.
Learning characteristics: learning channels, favorite learning methods, favorite teaching methods (such as scenarios, games, practical exercises), etc.
Topic-related preparation skills: such as listening, speaking, reading and writing skills of living languages.
Grouping/grading arrangements are made according to all aspects of individuals.
* combined with their own teaching theme to elaborate, when it comes to the above points.
What routines do you think a teacher with mental retardation should follow to ensure the normal operation of school teaching order?
Key points:
* Complete student assessment and personalized education plan;
* Implement the relevant teaching routine of the school: carefully prepare lessons (prepare students, textbooks, activities and courseware), carefully organize teaching activities, reflect in time after class, and complete the post-test of teaching;
* Strictly abide by the five-minute waiting system in schools;
* Take an active part in teaching and scientific research activities.
Teachers can elaborate according to their own understanding. The above contents are for reference only. )
12. As a subject teacher in the class, how will you cooperate with the head teacher and other subject teachers to do a good job in educating the students in the class?
Key points:
* Listen to the arrangement and integration of class teaching by the head teacher, and timely and effectively complete the individualized education plan, individualized education evaluation and arrangement of class teaching materials;
* Cooperate with teachers of other disciplines to achieve the goal of the same discipline in thematic teaching and jointly promote students' development;
* Implement the unified requirements of the class teacher for students' work and rest, order and behavior, achieve the effect of repeated times, realize teamwork and entertain and educate;
* Give timely guidance and education when students have behavior problems, and give timely feedback to the class teacher;
* Find students injured and other special circumstances, communicate with the class teacher in time.
wait for
The above are the basic points, and teachers can supplement them according to the actual work. )
13. What are the ways to implement individualized education in collective teaching? Explain your application of these paths with a knowledge point or skills in actual teaching.
Key points:
* The implementation path of personalized education: hierarchical teaching, differentiated teaching, after-school remedy, etc.
* Teaching case: individualized goal matching/differentiated teaching with hierarchical goals-targeted hierarchical activities/individual activities/group activities-targeted support strategies.
(The stated case should reflect the above core points, such as "reading flowers" as a teaching point, how to design hierarchical goals, hierarchical activities and personalized support strategies)
14. What is home delivery? What can 20 visits a year bring to extremely severely disabled children and their families?
Key points:
* Home delivery: a mode of educational placement for special children, which refers to a form of education in which children who cannot go to school due to illness or severe disability go to their homes for education and teaching activities.
* To teachers: national policies, the care of schools and teachers, and the sincere companionship of teachers; Correct parenting skills; Learning rehabilitation knowledge and opportunities; Family support, such as environmental adaptation advice and parenting knowledge. ; Material resources: learning resources, living resources and other social resources.
15. Why do some people say that the ultimate goal of teaching is "not to send"? What is the significance or function of a severely mentally retarded child coming to school for his development? How to turn a seriously ill child into a "teaching resource" instead of a "burden"?
Key points:
* Why "not sending" is the goal: sending teachers to the door is a temporary strategy to solve the enrollment rate of disabled children in the absence of sufficient national special education resources. At present, the quality and frequency of sending teachers to the door are actually difficult to meet the real needs of children's development. There are two possibilities for "no hair". One is to send children to school and lead those children who have the original conditions (their own conditions and family support conditions) to return to school and enjoy the real right to education. Second, by sending teachers, we can achieve the goal of "helping others to help themselves" and let parents provide education, rehabilitation and support for their children independently.
* The significance of coming to school: enrich and improve the stimulating environment, and let the case have the opportunity to get in touch with the environment, people and activities. In addition to family, avoid exposure to rich stimuli and degradation; Get more educational resources and opportunities; Develop a good routine and rebuild a chaotic life order; Improve family members' parenting skills and attitudes; If possible, master some skills within your power.
* The way to become a resource: accept the existence of students; As a mutual aid resource, cultivate the quality and ability of friendship and mutual assistance of other students in the class; According to the needs of students, choose appropriate teaching content and design teaching activities; As a resource for home-school cooperation, encourage the parents of other students in the class to rebuild their hopes.
16. When a severely retarded student first came to school, he didn't feel anything around him and didn't even respond to calling his name. He just sits in his seat in class. After two years of education, this student sometimes screams in class, sometimes talks to himself, and sometimes gets very excited. When he is in a new environment, he will leave his seat and run for something curious ... What do you think of the changes of this student before and after? What can you do to help him?
Key points:
* Views on change: It seems that his behavior problems have increased, which has brought greater challenges to class management. However, from the perspective of children's development, it is actually a development that students never move to be active. He has never felt and responded, which shows that his learning ability has been awakened a little bit in the past few years at school, which should be a happy thing.
* Help program:
Create opportunities and platforms for students to explore new environments and encourage students to explore and learn;
Pay more attention to students, design activities that match students' abilities, and provide opportunities and possibilities for participation;
When necessary, conduct one-on-one teaching and training to stimulate their potential and make up for their skills;
Incorporate its development goals into the day's activities, practice and strengthen at any time, and consolidate the knowledge learned;
Home-school cooperation, communication with parents, extending school routines, life skills and other contents into daily life, and family training for parents.
(It can also be developed according to the teacher's understanding, and it can be scored reasonably. )
17. Do you think students with mental retardation have the ability to actively learn and explore? How do you think to cultivate students with mental retardation's ability of active learning and exploration?
Key points:
:: About the ability of active learning and exploration: From the common point of view of human beings, students with mental retardation also have the ability of active learning and exploration. When they arrive in a new environment, they will be curious, but when they encounter tasks that need thinking, their motivation for active learning and exploration will be greatly reduced, which makes people mistakenly think that they do not have these abilities.
* How to cultivate:
First of all, we should believe that students have these abilities in concept and consciously create opportunities for inquiry learning in teaching;
Secondly, on the specific operational level, after asking questions or assigning tasks, students are allowed enough time to think and react;
Then, if the students can't answer or complete the task, disassemble the question, guide the students to think and find the answer step by step, use the study sheet to visually prompt and make a complete statement of the answer. Task-based activities can be guided by "hands-on" strategies and get the least and most necessary support.
Finally, pay attention to the suitability and difficulty of the task (the recent development zone theory makes it difficult for students to pick peaches at a jump); The specificity of the question can be answered.