[Keywords:]: mentally retarded students adaptive function curriculum construction
First of all, the questions raised
With the progress of the times, under the influence of the trend of disabled children "returning to the mainstream", a large number of students with mild mental retardation are studying in regular classes in ordinary schools, and the educational objects of schools with mental retardation have also changed, from enrolling students with mild mental retardation to enrolling students with moderate and severe mental retardation and students with multiple disabilities. According to the development level of mild students, the former State Education Commission adopted the screened and simplified general education curriculum, which was difficult, outdated and low in practicality, ignoring the development of students' potential and the cultivation of their future viability. Curriculum reform has become an unavoidable task in the education and teaching of schools with mental retardation.
Second, student-oriented, explore the curriculum system in line with special education
1. Keep pace with the times and build a curriculum system that conforms to students' development.
According to the spirit of the circular forwarded by the General Office of the State Council by the Ministry of Education and other departments on further promoting the reform and development of special education during the Tenth Five-Year Plan period, special education should be people-oriented, aim at comprehensively improving the quality of disabled students, tap their potential based on the social needs of disabled people, and cultivate students' "viability" of self-reliance in society. In order to make students with moderate and severe mental retardation gain the "survival ability" of self-reliance in society to a certain extent through appropriate education and training, the school actively explores and develops adaptive functional courses to meet the needs of the survival and development of students with moderate and severe mental retardation. Curriculum writing strives to practice the student-oriented educational thought, embodies the empirical learning form with students' life experience as the main body, and advocates targeted "functional" training according to the basic skills that students should master in the living environment or in the future, so it is also called "functional curriculum" or "practical curriculum". At the beginning of curriculum construction, the curriculum system was mainly based on the Outline of Education and Training for Students with Moderate Mental Retardation promulgated by the State Education Commission (hereinafter referred to as the "Moderate Outline") and the "Shuangxi Individualized Education Curriculum Outline" of Taiwan Province Province. According to the educational objectives of life adaptation, activity training and practical language calculation stipulated in the Secondary Outline, life adaptation skills are established as the main line, and the other two items are organized around life adaptation skills. The course is divided into ten areas: (l) language/communication; (2) self-care; (3) family affairs; (4) community life; (5) occupation; (6) communication/interpersonal relationship; (7) Health/safety; (8) exercise; (9) Entertainment/leisure; (10) Basic knowledge of functions. The relationship between the above ten fields is complementary, which reflects the comprehensiveness and functionality of the course.
2. Life-oriented, choose practical content suitable for the life of moderate and severe students.
The course content selection closely revolves around the concept of "for life, according to life, improving life", fully embodies the adaptive functional characteristics, and pays attention to the practicality and practicability of the content. For example, the unit themes we designed and implemented are: my home, my school, my schoolbag, my classroom, school life, weekend life, happy autumn, school sports meeting, cars on the road, my classmates, vegetables, happy New Year, kissing my mother, my festivals, fruits and so on. The activity planning under the theme is also completely in line with the life adaptation skills of moderate and severe students. For example, in the "fruit" theme teaching activities, teachers create a supermarket shopping environment, and students learn to shop while learning fruit; In the activity, consciously combine book knowledge with scene activities, and students change "receptive" learning into "experiential" activities; Students are willing to participate. They not only gain the applicable knowledge of vocabulary, but also practice how to communicate with others and how to buy what they want. At the same time, I have mastered the knowledge and skills in the fields of family affairs, self-care and community life.
Through the life-oriented education practice of such courses, we can gradually reverse the tendency of emphasizing knowledge education over ability training and academic education over physical and mental development in teaching; More importantly, moderate and severe students can learn basic life knowledge in real life or simulated life situations, make up for their own shortcomings to the maximum extent, develop their own potential, enable them to master the knowledge applicable in life, form basic practical skills and necessary good habits, and lay the foundation for future integration into society, participation in labor within their capacity, and becoming equal citizens in society.
3. Respect differences and implement personalized courses.
In the process of implementing the theme, our pre-arranged activities may not be suitable for every mentally retarded student. Some individuals are not interested in individual content, but often have great interest in the problems they find, so it is necessary to implement personalized course teaching.
In the process of implementing the theme, according to the students' life experience and interest, the teaching content should be flexibly adjusted, activities far from the students' life experience should be deleted in time, and personalized rehabilitation training content for each student should be added, so that the appropriate curriculum objectives can provide suitable soil for the current development level and physical and mental health of each mentally retarded student.
Third, explore the implementation methods of functional courses to realize three changes in daily teaching.
In the structure of "functional curriculum", "theme (unit) teaching" is a brand-new teaching mode and a major attempt of curriculum reform in China. In the course of curriculum implementation, we have realized three changes in teaching, namely:
1. Change from student learning to teacher teaching, and from teacher teaching to student learning, and strive to build a development platform for students' learning and rehabilitation. Students are the masters of learning, and teachers should not only consider how to teach, but also pay attention to their needs and interests. The learning of mentally retarded students is more influenced by their needs and interests. To give full play to their initiative in learning, we must first stimulate their interest in learning. On this basis, combining the actual life content of mentally retarded students in teaching → creating activity scenes to make them feel the interest of learning → respecting students' independent choices and creating conditions for them → grasping educational opportunities and adjusting and generating learning activities.
2. Change from closed learning to open learning. Bing Xin said, "Let children grow up like wild flowers!" "As long as it will not affect the safety of students, they can change the closed management of students into open management without restricting their learning activities. Therefore, we take several measures: first, we adopt collaborative teaching and set up bishops and auxiliary teachers; Two teachers attend classes at the same time, and the bishop prepares lessons to grasp the teaching direction; Auxiliary teaching helps students to learn according to their personal needs. The second is to improve the flexibility of classroom teaching. In the same class, bishops prepare a unified teaching goal, and also encourage teachers to flexibly adopt different levels of teaching content according to students' own interests and development, and set up various interesting methods and forms to make each student's learning goals different. The third is to change the narrow learning space into a broad learning space, change the practice of complete collective teaching, introduce supplementary forms of group teaching and individual teaching in collective teaching, and at the same time include parents' resources, community resources and school environment into the list of effective resources for students' learning.
3. From paying attention to the results of students' learning to the process of students' participation in learning. Mr. Tao Xingzhi, an educator in China, pointed out that "teaching and doing are integrated", and he emphasized that "intimate knowledge" is the basis for acquiring all knowledge, and "listening knowledge" and "speaking knowledge" must be rooted in intimate knowledge in order to be effective. Only what you have experienced and experienced can be internalized into your real knowledge. Because of the poor knowledge transfer ability of mentally retarded students, more emphasis is placed on students' personal experience and participation in education and rehabilitation. Only by involving them can we enhance students' self-confidence and give full play to their subjectivity, so as to obtain better learning or rehabilitation effects.
Fourth, advocate multiple evaluations in the implementation of functional courses to promote students' all-round development.
According to the traditional intelligence theory, students with mental retardation are all "poor students". Professor Gardner, an American psychologist, put forward the theory of multiple intelligences that there are no so-called poor students in schools, and every student has a unique and excellent side. The evaluation of quality education in schools with mental retardation should adopt a positive and optimistic "view of students", evaluate, observe and accept our students in a wide range and from multiple angles, pay attention to discovering and discovering the bright spots in students, make full use of their strengths to make up for their weaknesses, and fully tap their potential. This is a goal advocated by curriculum reform, and it is also the significance of implementing functional curriculum in schools with mental retardation.
In the theme (unit) teaching, we make the students' intelligence display change from "centralization" to "diversification". In the practice of life theme, because the content is close to students' life and meets the needs of development, students can often find a suitable place to show themselves and perform better. At this time, if our teaching evaluation can combine the evaluation process with the conclusion, and generate the evaluation results into the students' development goals in the next stage in time, it can effectively promote the physical and mental development of each student. For example, in the theme teaching activity "Our Home", students conduct housekeeping activities in the housekeeping room, and the teacher gives timely guidance and evaluation according to the development level of each student to determine the development level of this activity: (1) can be completed independently; (2) it needs guidance to complete; (3) it needs a lot of guidance to complete; (4) One of the four grades can't be completed yet, and the next stage of learning and rehabilitation goals can be generated.
From the above example, it can be concluded that every student has a bright spot. As long as there is one more measuring ruler, there will be one more good student. Because of the different mental outlook of mentally retarded students, teachers should change the situation of checking students' mastery of knowledge and skills through written tests and examinations, and give students flexible and humanized evaluation under the overall situation; Look for the excellent capital of students from multiple evaluations to promote the development of every mentally retarded student.
In recent years, in the process of curriculum development and implementation for students with moderate and severe mental retardation, we deeply feel that we must pay attention to the practical problems that students with mental retardation will face in the future under the guidance of the concept of life education, and focus on various practical life education activities to develop functional courses so that students with moderate and severe mental retardation can obtain effective rehabilitation training, so as to better face the future.
References:
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[2] Guo Fuchang, Wang Changpei. Multiple intelligences in China. Beijing: Capital Normal University Press, 2004.5.
[3] Liu Enyan, Tian,. An attempt to set up a curriculum for mentally handicapped schools.
[4] Xie Ming. Reflections on the training objectives and curriculum of mentally retarded schools.
[5] Zou Dongmei. On the development trend of curriculum, teaching mode and strategy of mentally retarded education.