1. Scientific determination of curriculum objectives
In view of the characteristics of students with mental retardation, such as weak cultural foundation, poor practical ability and insufficient social adaptability, Ji Xun tried to make up for students' shortcomings in these aspects by arranging various courses reasonably. The school takes cultivating students to be "social people" acceptable to the professional environment as the goal of curriculum and education. Through two years of vocational education, students can master certain vocational skills, initially develop behavior habits that meet the requirements of the profession, acquire important basic knowledge, basic thinking methods and application skills that are necessary to meet the requirements of the labor market, and become operational junior professionals needed for socialist construction with all-round development in morality, intelligence, physique, aesthetics and labor.
2. Reasonable arrangement of course capacity
The two-year training period for beginners is only 72 weeks, totaling 2 106 hours. In such a short time, it is very important for students with mental retardation to master both certain cultural knowledge and the necessary knowledge and skills of their major. Therefore, in terms of course capacity, it is necessary to prune branches and strengthen dry work, which reflects strong pertinence, practicability and feasibility.
The above are the basic principles for arranging the curriculum capacity by taking the culture class as an example, and the capacity setting of specialized courses and comprehensive courses should also follow these principles.
3. Reasonable orientation of curriculum standards
Curriculum standard is an important basis for implementing teaching and an important link in curriculum setting to reflect training objectives. At present, there is little research on how to locate the curriculum standards of primary vocational and technical schools, and schools can only explore and summarize them in practice.
First of all, there must be standards. No standard means no requirements, and there may be a situation of "driving a trolley bus" in teaching. Secondly, the standard positioning should be reasonable, not too high, beyond the ability of mentally retarded students, nor too low, to meet the future needs of students. Thirdly, the bottom line must be guaranteed when formulating curriculum standards, and students must be able to pass the vocational skills assessment of the labor department. Finally, the curriculum standards should fully embody the concept of "people-oriented", face all, respect differences, pay attention to ability training, and provide supportive education for students' sustainable development.
(1) For everyone
The nature of vocational and technical schools determines that the ultimate goal of educating students is to let students obtain the national vocational skill appraisal certificate and successfully set foot on their jobs. Therefore, the most basic professional ability requirements and standards that a post must have also determine the curriculum standards proposed by the school. Because it is impossible for the labor department to lower the standards because of the problems of mentally retarded students, the curriculum standards must be oriented to all students, and different levels should not be divided according to the intelligence level, so different teaching standards should be adopted for teaching. The reason is:
According to the actual situation of students, the school found that some students may have low Chinese scores, but their operational ability is not necessarily poor. In addition, the IQ test is also influenced by students' physical and mental state, age and other factors, and errors are inevitable. Therefore, IQ figures may not accurately and comprehensively reflect a student's true intelligence, let alone grade students according to this vague figure.
② Multiple curriculum standards may lead to no standards, which is not conducive to the exertion of teachers' subjective initiative and the improvement of school education and teaching quality.
(3) Grading students according to their intelligence level prematurely is easy to form psychological hints, which may lead to students giving up on themselves, which is not conducive to students' development and potential development.
So in the end, the school thinks that there can only be one curriculum standard. As far as schools are concerned, the curriculum standard is to meet the national vocational skill appraisal and assessment standards. The following are some curriculum standards for supermarket tally specialty and Chinese and western pastry specialty.
(2) Respect for differences
There are great differences among students. They are all students in the supermarket class. Some students have the ability to live independently and have direct experience in shopping. Some students are not even sure about the value of RMB. This difference is a difficult point for schools to formulate and implement curriculum standards. But the school believes that any kind of education will be different. Only when there are differences can there be interaction, and interaction will promote development. The key is to grasp the differences.
It is not easy for students to draw conclusions, but it is important to analyze individuals. For example, in the teaching process, the teacher found that some students don't know RMB, but it doesn't mean that they don't know money. Through analysis, it is found that these students have been sheltered by their parents since childhood, have no shopping experience and don't know what money is. This problem can actually be solved through training.
There is only one curriculum standard, but the requirements can be high or low. Education in China has always been unified in teaching materials, standards, examinations and evaluations, but the students trained are different. The school found from some students who had studied in the same class that these students lacked self-confidence and their intelligence was not developed. The reason why they can't develop is that the original teaching requirements are relatively high for them, and their knowledge has been "in debt" for a long time. Therefore, the school believes that the curriculum standards should reflect a certain height, but different requirements can be made for specific students, that is, the idea of stratification should be reflected in teaching. That is, according to different students' learning ability, improve or lower the teaching requirements, so that students can develop on the original basis. With this understanding, the school has cleared the ideological obstacles for itself when setting the curriculum and setting the curriculum objectives.
(3) Training ability
People's IQ exists objectively, but people's ability can be developed. The cultivation of ability is more important than simply mastering a vocational skill, so we should pay great attention to the requirements of ability when formulating curriculum standards. Ability is diverse, such as living ability, interpersonal ability, professional ability, employment ability, learning ability, organizational ability, innovation ability …
Don't think that young people with mental retardation have no organizational ability, but they have certain potential. In the Chinese dim sum making team competition, a certain group of students are always fast and good. It turns out that the leader of this group is very observant: some students are very strong, let him and dough; Some students are handy and let him roll the skin; Some students put stuffing quickly and accurately; The captain soon formed himself well. Division of labor according to students' different specialties can certainly win the competition, which is an organizational ability.
Both specialized courses and activity classes have places to cultivate and examine students' abilities. For example, in the activity of "Pute Integration", students' participation, performance level and communication ability are all exercised and displayed in the activity, so the course of this activity class should have corresponding requirements in terms of reflecting ability.
4. The overall grasp of the curriculum system
The construction of curriculum system should not only reflect the training goal, but also ensure the realization of the goal. What courses should be offered and how many class hours should be given, and scientific and reasonable arrangements should be made based on reality. At the same time, in order to improve the effect, each course should be internally related to make it an organic whole.
(1) Course Structure Setting
Description of course structure:
① Culture class embodies the principle of being close to life and specialty, so that students can learn Chinese, mathematics in life and related knowledge in specialty, and achieve the purpose of applying what they have learned and integrating organically.
② Aesthetic education, physical education and health are to let students experience the interest of life, establish health consciousness (physiology and psychology), and form a healthy lifestyle and attitude towards life. In addition, the opening of computer courses reflects the requirements of the times and improves students' ability to apply information technology.
③ Specialized courses focus on cultivating students' professional quality. In order to highlight students' professional ability, the school takes "post adaptation" as an elective course, and arranges students to have a professional experience in parks, supermarkets and hotels attached to them every week.
④ Social practice courses cultivate students' comprehensive quality, which is not only organically related to majors, but also focuses on cultivating students' practical ability and social adaptability.
(2) Overall arrangement of class hours
Pay attention to the combination and infiltration between disciplines. After necessary integration, the teaching of cultural courses and professional courses will be unified. The ratio of cultural courses to professional courses is about 2:3, and the proportion of internship courses in the fourth semester accounts for more than 90% of the whole semester, which is suitable for cultivating majors with clear goals and directly engaged in a certain occupation.
(3) the mutual penetration of various courses
Chinese subject: teachers select and compile three kinds of teaching materials: understanding, appreciation and application. The content, exercises and writing of the textbook are closely related to Chinese and western pastry majors, supermarket tally majors and gardening majors. At the same time, the requirements of basic knowledge such as reading, writing and speaking, and the cultivation of ability requirements such as interpersonal communication, dealing with people, and civilized etiquette are permeated in teaching. In the teaching process, the teaching objectives are achieved through one-to-one guidance, one-to-one correction and one-to-one removal.
Mathematics subject: four kinds of teaching materials and handouts, such as concept, calculation, application and cost accounting, are mainly selected, in which the teaching content and progress are adjusted at any time with the professional progress and content, and the teaching content is carefully selected.
Second, the prospects of vocational and technical schools
Vocational education for mentally retarded teenagers is a new attempt of special education in the new period and a brand-new field. After more than three years of practice, on the basis of existing courses, according to the characteristics of students and the phenomena found in the practice process, the following prospects are put forward.
1. Professional skills training is the key.
At present, the ratio of cultural courses to professional courses in vocational and technical schools is about 2: 30. However, in practice, it is found that students with mental retardation need several times more training time than normal people to form skills, so the proportion of specialized courses in this school is far from enough. The school will gradually adjust the ratio of cultural courses to professional courses to 1:3, and truly establish a vocational education curriculum structure that can adapt to mentally retarded students. In addition, for young students with mental retardation, it is necessary to break down the barriers between majors in curriculum design and cultivate students' multi-skills This is because the demand of the labor market is changing year by year. If young students with mental retardation only learn a certain vocational skill, they may find it difficult to find employment. In order to better meet the needs of the market, in addition to professional courses, you can also take one or two courses. Elective courses can be specialized courses of other majors, or they can only appear as elective courses (such as cleaning skills, cleaning skills, washing vegetables, etc. ). This can cultivate students' various skills and avoid being rejected by the market because there is only one skill.
2. Survival education is the foundation.
Because mental retardation is different from other types of disabilities and has its particularity, not every mentally retarded student who receives vocational education can really master vocational skills because of individual differences. For these students who may not really master vocational skills, including mentally retarded students who can master vocational skills, teaching them how to survive in society should be the first priority. It is suggested that a life course be added to the social public course to teach how to deal with various situations in daily life.
3. Cultivate students' temperament and upbringing
Mental sensitivity of mentally retarded students is weaker than that of healthy people, and their ability to distinguish beauty from ugliness is also weak, so they often see some indecent behaviors such as picking their teeth in public and sneezing at people. For a social person, cultured and temperamental words and deeds can often make him recognized by others in social life. Young students with mental retardation need this recognition more. Therefore, it is very important to train students in etiquette and words and deeds in vocational education. It is suggested to enrich the content of aesthetic education class, from guiding them to appreciate the beauty of art to letting them learn to treat people and the beauty of image temperament. Through certain education and training, students can become people with beautiful images and decent manners, and then integrate into society more quickly and smoothly.
4. Pay attention to the cultivation of occupational adaptability
In practice, the school found that because the adaptability and adaptability of mentally retarded students are not as good as those of healthy people, they can't adapt to the professional environment and work smoothly after they have vocational skills. The occupational environment is complex, including many interpersonal environments. Helping students learn how to adjust their mentality and behavior in the professional environment before entering the real professional environment should also be an important content of vocational education for mentally retarded youth. It is suggested that students should be trained to simulate professional situations before the internship in the fourth semester. With the help of some concrete examples and situations, students can truly feel the professional environment and learn how to do it in these situations. This is very beneficial for students to enter the normal society smoothly.