Summary of regular study 1 This semester, the working group of regular study in our school will continue to strengthen the management and practical research of regular study around the concept of "providing appropriate educational services for every special student". In order to better carry out the work of studying in regular classes, we boldly practice and reflect on it in time.
In order to implement the work of studying in regular classes, resource teachers guide teachers studying in regular classes to further fill in the Work Manual for Teachers Studying in Regular Classes and improve the students' portfolios. Resource teachers and classroom teachers jointly make personalized education plans, adjust students' learning objectives in making plans, increase knowledge related to life practice, and provide opportunities for practical application. Put forward clear requirements for teachers' lesson preparation, class, homework arrangement and students' evaluation, and listen to teachers' suggestions to make adjustments to meet the needs of each student and ensure the effectiveness of personalized education. Our work began with the effective formulation and implementation of IEP, which is summarized as follows:
First, develop appropriate IEP.
The Manual of Learning in Regular Classes in Yangpu District systematically covers the contents of IEP, including students' basic information, evaluation results and analysis, long-term and short-term goals, educational support and services, and student goal evaluation.
Only by accurately describing students' situation and finding their special educational needs can we formulate appropriate educational goals, which is the difficulty for relevant teachers to carry out personalized education.
For example, the class teacher's description of students' cognitive level: they have a certain understanding and judgment of things and a preliminary evaluation ability. (This statement does not specifically describe students' cognitive development level. )
Chinese teacher's description of students' language expression ability: they can basically say one thing clearly and express their own needs, but the language expression is incomplete.
As the table shows, the teacher's evaluation of students is short, vague and even inaccurate.
Under the organization of resource teachers, students' six abilities are evaluated, and the evaluation process is also a process in which teachers fully understand students.
With the help of professional technology, resource teachers guide teachers to re-describe the current situation of students.
For example, the previous description of students' social skills is: strong communication skills, ability to actively communicate with people, and friendliness to people. Make a specific compensation description after reference evaluation: family adaptability is good, but interpersonal communication in school is relatively weak, which is manifested by lack of cooperation and sharing awareness, inability to speak, inability to resolve conflicts, lack of self-protection awareness, lack of sense of order and weak self-control ability. (Obviously, the teacher's evaluation conclusion is different. The former is the teacher's overall evaluation, which is the evaluation under normal circumstances. The latter is based on the evaluation of family, school and community, further refining the conclusion and making a rational analysis from the specific situation.
An accurate description of students' evaluation is equivalent to finding a prism through which students' needs can be seen.
Facing the demand, we give standardized management.
Second, the implementation of effective IEP
How to make students with special needs really participate in the education and teaching activities in general schools is the key to the implementation of personalized education. We try to infiltrate personalized education in preparing lessons, attending lectures, consolidating, testing and evaluating these educational links to help teachers carry out teaching activities.
Tap the advantages of general school resources and implement personalized education in teaching.
1) with the help of special stamps, clarify the teaching objectives and contents.
A according to the students' cognitive level, the teaching objectives are determined, and the teachers use the special seal provided by the school to evaluate the class, which is eye-catching and clear and easy to operate.
B. According to clear objectives, design corresponding teaching contents and consolidation exercises, and mark them with corresponding serial numbers respectively, so as to clarify students' learning progress and speed.
2) Reform the examination method and give proper evaluation;
A the scale and difficulty of the exam are formed in preparing lessons and teaching. The objectives, contents and exercises marked by the teacher at ordinary times are the contents of the exam. Students can review and consolidate what they have learned and take exams. Appropriate teaching is determined by the cognitive level. Explore appropriate teaching content and find appropriate evaluation criteria for students.
We tried to adjust or change the examination methods. For example, considering that students' ability to recognize is stronger than their ability to reproduce, Mr. China added an oral test, which can also test students' reading and writing abilities and language comprehension. Mathematics teachers analyze students' lack of independence and the ability to identify the difficulty of topics, and circle several questions for students in advance, which is also to respect students' cognitive level and follow students' cognitive rules to truly ensure the effectiveness of teaching and learning.
We know that the basic concept of special education curriculum is social adaptation, which includes self-care ability and the ability to communicate with and adapt to society. We should not only let children with special needs participate in education and teaching, but also meet the development needs of special children.
Give full play to the advantages of full-time teachers and open personalized service channels for students.
1) In Montessori small class, we pay attention to children with special needs in lower grades. Although these students are not studying in ordinary classes, problems already exist. We use Montessori mathematics teaching AIDS to provide support and help for the formation of mathematics concepts for junior students.
2) Try to be a group remedial class. In the existing teaching resources, we choose a set of multimedia series published by China Normal University and jointly developed by many departments, that is, the course "Safety with Me" to improve students' safety awareness and cultivate students' social adaptability.
3) Full-time teachers walk into the classroom, accompany the teaching assistants, intuitively understand the students' performance in classroom teaching, give timely help, and work with teachers to formulate and adjust the content of personalized counseling for students in regular classes.
4) Picture book reading: With the help of exquisite picture books at home and abroad, students' reading habits and interests are cultivated in the form of reading a book by teachers and students, and the wonderful and connotation of the story is felt through intuitive pictures.
5) Pay attention to the school adaptation of hearing-impaired children.
For the hearing-impaired children in Grade One, after communicating with the head teacher and classroom teacher, the resource teacher understands the characteristics of such students and provides them with caring service standards:
Sit at the front and last, observe more and pay less attention, that is, the seat is always in the front row, and the queue for exercises is always at the end, so as to avoid squeezing the cochlea, pay more attention to his performance in class and find out whether he understands, but don't ask him too much, take care of a child's privacy and protect his self-esteem. Now this child is no different from the normal children in the class, and has adapted well to study and life.
The position of IEP in the teaching design of special education is like a car (IEP), moving towards the goal of reaching the top of the mountain. This fully equipped car (IEP) must pass several stops (short-term goal) before reaching the top of the mountain, and then undergo regular inspection (formative assessment) at several checkpoints. The distance (distance) from the car to the top of the mountain mainly depends on gasoline (teaching activities), and it is difficult to reach the destination due to lack of gasoline (lack of teaching majors) or improper use of gasoline (improper teaching).
In the practice of learning in random classes, we still have a long way to go to make appropriate IEP for each student, constantly adjust the classroom and find scientific and effective educational methods.
Summary of the work of studying in regular classes Model essay 2 Under the guidance of the concept of "education for every child", our school carries out the work of studying in regular classes, so that special education and general education can be organically combined, infiltrated and improved together, so that students studying in regular classes can develop in morality, intelligence, physical fitness, beauty and labor, and lay the foundation for their independent and equal participation in social life in the future.
First, strengthen the management of regular classes.
1. The leaders attached great importance to it, and set up a leading group of "learning in regular classes", which implemented ladder management, with the principal in charge and the teaching director in charge, which was specifically implemented in the management form of class teachers and classroom teachers.
2, equipped with a strong sense of responsibility, strong working ability of teachers, actively and steadily carry out the work of studying in regular classes, and put this work on the agenda, and constantly improve and perfect this work.
3. Strengthen the management and application of psychological counseling room, and give individual counseling to students in regular classes.
Second, strengthen teacher training.
Training teachers needs them to adapt to new requirements. With the development of education, there is a new demand for the training of special education teachers, and ordinary teachers are also required to have the necessary special education knowledge. Therefore, the school organizes teachers to participate in special education and training, which further improves teachers' ideological and political, professional ethics, educational and teaching ability and educational and scientific research ability on the original basis.
Third, pay attention to details in daily work.
1. Make a personalized teaching plan, inspire and encourage students in regular classes in the process of classroom teaching, give full play to the sound parts and potential of students in regular classes, implement remedial teaching counseling for defective parts after class, and often get in touch with parents and get their help.
2. The school provides an educational environment suitable for their development as much as possible, so that special students can happily receive education that meets their own development needs and learn certain scientific and cultural knowledge and basic labor skills. For example, when giving them homework, reduce the difficulty; In group activities, assign them groups and let them work with the help of their classmates. ...
3. In school education, teachers are enthusiastic about students, especially those who study in regular classes, and are good at discovering their advantages and encouraging them to overcome difficulties and make progress.
4. Carry out a case study to track and explore the growth track of a student.
5, regular seminars, let teachers exchange cases, exchange learning experience, exchange confusion, discuss solutions.
Learning in regular classes is a form of education for special students in general education institutions, which can enable special students to receive education in the least restrictive environment and help them return to the mainstream society. Effective management and targeted work for special students is a long-term and arduous task. Now, make a simple summary of the work of studying in regular classes this semester.
First, leaders attach importance to scientific management.
1. Establish a network and strengthen management.
The leading group of special education in our school is headed by the principal himself and headed by the teaching director. Members of the leadership team have a clear division of labor, study regularly, focus on it, and strengthen assessment.
2. Establish regulations and standardize education.
Our school has formulated various systems of studying in regular classes. In terms of system, teachers put forward regulations on the daily education and teaching of special students, that is, highlighting four "many": more contact, more communication, more concern and more activities. "Multi-contact" means that the class teacher should visit the students of this class at least four times each semester and contact them by telephone once a week; "Multi-communication" requires teachers to approve the special students' exercise books face to face; Individual counseling for special students, at least 3 times a week. "More care" requires teachers to give special students warm tips, such as: a kind reminder every day; Say a word of concern to him every day. "Multi-activity" emphasizes that special students participate in every activity of the class equally, giving them opportunities for exercise and success.
With the guarantee of the system, those children with special educational needs can learn some scientific and cultural knowledge, master basic life and labor skills, feel the care of teachers and the sincerity of classmates in their daily study activities, and lay a foundation for their future work and life.
Second, routine work, often unremitting.
1. Implement the "aid system".
Arrange a partner "little teacher" for each special student, so that each special student can get practical care and help, and let them feel the friendship and warmth of their classmates.
2. Create favorable conditions as much as possible to promote the physical and mental health development of special students.
The school psychological counseling room is open to special education students regularly, and do a good job in counseling. Encourage and support special students to make every effort to participate in various activities organized by schools and classes, such as social practice activities, so that special students can hone their will while exercising. In addition, we also know about these students' hobbies, try our best to create opportunities, activate their body and mind, develop their personality and strengthen their confidence in study and life.
3. Strengthen counseling to make up for the defects.
According to the specific situation of special students, the school has carried out planned and targeted training for them. The school arranges part-time resource teachers for follow-up training. Make up for defects, improve ability and confidence.
Third, teaching work, down-to-earth.
1. In classroom teaching, teaching students in accordance with their aptitude is implemented, so that students studying in the same class have the opportunity to experience success.
When preparing lessons, teachers should start from the reality of students studying in regular classes and reduce the teaching content and requirements according to their special needs. The guidance of these children is reflected in the classroom teaching design; Face-to-face examination and approval of special students' exercise books and test papers, and timely counseling and correction; Use their spare time to give individual counseling to their weaknesses, so that they can learn some scientific and cultural knowledge.
2. In the characteristic teaching, let the students in the regular class enjoy happiness and learn something.
In terms of seating arrangement, we arrange students in the ordinary class that teachers can easily see, so that teachers can concentrate more on class; In the usual classroom teaching, teachers pay special attention to the students in ordinary classes, design some simple questions and do some basic exercises, so that they can experience the happiness of success. At the same time, every teacher always keeps in touch with parents and makes home visits to students in regular classes. Schools, families and society form a joint educational effort to make students in regular classes happy and constantly improve their grades.
The key to the progress of students in regular classes lies in teachers. As long as teachers love them, don't dislike them or despise them, but care about them in many ways and help them feel the warmth of the school and society, they can develop and become useful talents in society.