Children with mental retardation have great differences in personality, learning ability, life cognition ability and survival ability due to their mental retardation, family background and living environment. More than a dozen children in a class are often far apart. They either have good hands-on ability but poor language ability, or have good language ability but poor memory and writing ability. Some mentally retarded children even have poor basic self-care ability. Therefore, everyone should make corresponding teaching goals according to their existing development level, personality characteristics, hobbies and so on in each academic year, each semester and even each class. Because every student has a clear teaching goal, teaching activities can be more targeted, so that every mentally retarded child can learn something and use it, and gradually cultivate their life ability and cognitive ability in this subject, such as learning the lesson of "Speaking Hygiene". I divided the students into four study groups according to their actual situation and put forward different requirements at the same time:
The first group: learn basic operations such as brushing teeth, washing hands, washing face and cutting nails. , and know the corresponding words, and can describe their own operations in words, such as "this morning, I washed my face first, and then brushed my teeth." "I brush my teeth twice a day." Wait a minute.
The second group: learn to brush your teeth, wash your hands, wash your face and cut your nails. Know the corresponding words.
Group 3: Learn the above basic operations.
The fourth group: able to participate in teaching activities.
Second, the integration of life-oriented teaching resources
Because students live in different areas, there are naturally differences in living habits, living environment and climate characteristics. Therefore, in teaching, we should adjust and choose the teaching content in the textbook according to the actual life situation faced by students, so as to make the teaching content closer to students' life. For example, the teaching of texts with obvious seasonal characteristics, such as wind, rain, clouds, electricity, spring rain, autumn has arrived and so on. We can arrange the teaching content in windy and thunderstorm weather or the corresponding season, so that students can learn in real life scenes, which can stimulate students' interest in learning more than the boring explanations by teachers or the scenes presented by multimedia courseware, and at the same time enhance students' interest in learning. This adjustment is not only a change in the order of teaching content, but more importantly, it embodies a life-oriented teaching concept of teachers. Of course, there are many teaching resources to choose from in life. As long as our life requires, our students should study. Some texts, such as Classroom, have a strong sense of life, and the classroom presented in the textbook is far from the classroom in the eyes of students. It is better to study the classroom in life than to study the classroom in textbooks. From knowing things to knowing their names, to sentence training, to practical operation, we can cultivate and improve all-round from cognitive ability to life skills.
Third, the use of life-oriented teaching methods
Mr. Tao Xingzhi said, "The method of teaching should be based on the method of learning; The way of learning should be based on the way of doing; Learn while doing, and learn while teaching. " Most of the textbooks we use now are closely related to students' lives, which students can see, use and touch in their daily lives. According to this feature, when I teach literacy, I combine literacy with students' real life, so that students are willing to learn, remember and use. For example, when teaching "on" and "off", contact the things around students and demonstrate "on", "off" and "off"; Teach "walking" and let students perform walking while listening to the password. Students are very interested in learning. When teaching "Football" and "Volleyball", students can observe the lines and colors of the sphere and imitate the related actions by showing the real objects, which has a better teaching effect. In the study of some texts, such as "Fruit", before class, I took my students to the fruit stand near the school gate and taught them the new words "apple", "pear" and "watermelon" by combining new cards with things ... I taught the sentence pattern in the scene: "I like to eat XX (fruit)." Instruct students to make relevant oral communication when paying money. In class, focus on learning new words and key sentences. Because students have corresponding life experience, it is easy to learn. In this way, I not only learned words, but also improved my ability of language expression and life practice. Of course, not every class can be learned in life practice, so I adopted the method of simulating scenes for teaching. For example, in the lesson of "red light and green light", the text mainly talks about that students should pay attention to traffic safety when crossing roads and intersections. I arranged three classes to complete the content of this class, and arranged two simulated scenes on the playground: crossing the zebra crossing and crossing the intersection. I will use my own traffic light model to organize students' simulation demonstration, and at the same time learn the relevant content in the textbook. The teaching content is concrete and vivid, and the teaching process is lively, which effectively deepens students' understanding of what they have learned and greatly improves the teaching effect.
Fourth, the consolidation and application of knowledge in life.
Tao Xingzhi's life-oriented education thought holds that the extension of education is equal to the extension of life.
For children with mental retardation, there are some physical and psychological particularities. This particularity determines that the main significance of their learning knowledge is to apply it to their lives, so as to achieve the goal of being able to take care of themselves completely, even stand on their own feet and fully integrate into social life. Therefore, in the process of Chinese teaching, I attach great importance to the knowledge taught is closely related to students' daily life, and at the same time guide them to use what they have learned in class in time to achieve the purpose of applying what they have learned, consolidating knowledge, cultivating skills and forming abilities, and completing the complete educational process of "integration of knowledge and practice". For example, after learning to love labor, students are required to go home to help their parents do some housework on weekends according to the knowledge they have learned in class and their own characteristics: sweeping the floor, taking out the garbage, washing dishes, folding quilts and so on. Parents are also required to supervise students to recall the words they have learned in class while doing housework. After studying department stores, I arrange for students to practice shopping in stores or supermarkets accompanied by their parents after returning home, so as to review, consolidate and use what they have learned in class. After learning about spring, I encourage students to go to the campus to find spring and learn more about it. Have achieved good academic results.
In a word, the Chinese learning of mentally retarded children can only be truly realized if they are based on life, which is also the real significance of Chinese teaching. Only in this way can they have a better hope of cultivating mentally retarded children into equal social citizens, and finally get rid of the situation of "popularization" of Chinese classroom teaching in special education, and open up a vast world of their own study and life for mentally retarded children.