Generally speaking, the process of intellectual development is to slow down and strengthen repeatedly, but it is not so easy to have a good open class. For example, if you teach two words in a class, unless you use various methods, this class will not go on. Therefore, this is also a test of the basic skills of special education teachers. Moreover, the textbooks used in special education schools are different, and the textbooks that can be found online are even rarer. This is just crossing the river by feeling the stones. Of course, at present, there are national unified teaching materials and supporting teaching materials for intellectual development courses. It's just that this textbook is compiled slowly, only the fourth volume, and it can only be used in lower grades, like our middle school is still using the original Shanghai textbook.
This week, it's my turn to take an open class. It makes me feel like I went back to the summer 2 1 years ago. At that time, I was an intern in a school for mentally retarded students in Nanjing, and finally I had a lecture. Unexpectedly, 2 1 year later, I returned to the stage of special education.
Look at the teaching progress of the class now. The content in the class is 1 1 Volume 8, version S. For me, it's all new content. It doesn't matter which article is good or not. Anyway, let's stick to the timetable. Open classes are also normal classes, because I prepare lessons carefully, determine the content, make courseware and design homework in every class.
The content of the text "calling for help" is to know three kinds of cars, namely ambulance, police car and fire truck. There are still three sentences in the article that tell us which emergency call to make under what circumstances. There are three new words at the back of this text. How to present such a simple text content? How much content is appropriate in this course? If you only know three kinds of cars and teach three words, it seems a bit thin. It seems incomplete to teach one more sentence, but it seems too much to teach all of them. In addition, both "Chinese Curriculum Standard for Ordinary Primary Schools" and "Chinese Curriculum Standard for Intellectual Development" attach importance to writing teaching. Therefore, every Chinese class should be permeated with the teaching of new words.
When preparing lessons yesterday, I was very entangled in the choice of content. Finally, I made a bold decision and wanted all the content. A lesson, after teaching three words, three sentences, add a new word. Not all teachers say that our class is a "rocket class" in special schools. Some students have good reception ability and good language development. Then give full play to the advantages of the "Rockets" and see their performance today.
When preparing lessons, I simply combed the teaching ideas and determined the teaching links as follows: (1) Listening leads to learning content; Set the situation, understand the characteristics of three kinds of cars, camera teaching three words; Understand which emergency call to make under what circumstances, and the camera teaches sentences; Finally, teach new words. I woke up in the morning and was suddenly inspired by generate. I think it is dull and time-consuming to separate words from sentences. Why not teach words and sentences together, that is, know a kind of car, learn the words, and then teach the corresponding sentences, which will be not only natural, but also too late for students to accept.
So, I went to the office in the morning and immediately adjusted the courseware and rearranged the teaching plan. I debugged the courseware before class. While trying to play the sound, the children suddenly uttered the sounds of ambulances, police cars and fire engines. This little ear is sensitive to my expectations. You know, when I was preparing lessons yesterday, I was a little confused about the sound of this fire truck and police car. So at the beginning of the class, the teaching went smoothly. I set up story situations in every teaching link, and put words and sentences in specific situations for teaching, so that students can accept them more easily, understand the different characteristics of ambulances, police cars and fire engines, and know which emergency number to call under what circumstances. Some students even completely entered the role, simulated the characters in the story situation, made emergency calls on the spot, and spoke clearly. I didn't design this at all. This is a good teaching.
But it may be that there are too many teaching contents arranged, and students are good at reading and speaking, but they are not particularly fluent in reading sentences. Sentence reading training is not solid enough, so we can only strengthen it in the next class.
After class, several teachers also said that the content was a little too much, but it would be incomplete if a part was deleted. One teacher has a good opinion. She suggested that I teach all three kinds of cars in the second class, and focus on reviewing words in the second class, so that I can spare some time to focus on sentence teaching, so that the links in the class will be more complete and the time will not be insufficient. Indeed, a good class needs constant polishing, listening to opinions from many sides, and looking forward to continuous improvement in teaching practice.
Teaching is a slow art. In special education schools, it is even more necessary to slow down, adjust the teaching progress to a pace acceptable to students, communicate with these children with your heart and feel their little progress.