2. The class time is 35 weeks per academic year, of which the second semester graduation review examination time of Grade 9 is 1 week, and the actual class time is 34 weeks.
3. Arrange teaching for five days a week, and each class is generally 40 minutes.
4. Morning meetings, class team activities, cultural and sports activities, mental health education, etc. It is arranged by each school.
5. Communication and communication course is a compulsory course stipulated by the state. Schools can choose appropriate teaching content and training methods according to the individual differences and different stages of development of deaf students.
6. Comprehensive practical activities are compulsory courses stipulated by the state. The class hours of comprehensive practical activities can be combined with the class hours arranged by the school. According to the needs of each school, arrangements can be decentralized or centralized.
7. Information technology education, the primary school stage is 102 class hours, generally starting from the fourth grade. Junior high school is not less than 102 class hours. Conditional schools can open in advance and increase class hours.
8. Labor courses, schools can choose different labor and vocational and technical education contents according to local actual conditions and needs, or make overall arrangements in combination with school-based courses. Vocational and technical courses are generally arranged centrally.
9. Physical education and health courses should implement the principle of "health first", which can be combined with related sports activities to make students understand some sports health knowledge, but the time for students to participate in sports activities must be fully guaranteed.
10. As an elective course, foreign languages can be offered by schools according to the actual situation of deaf students in different regions.
1 1. All courses should combine the characteristics of the subject and carry out ideological and moral education organically. Various special education permeates the corresponding courses, and no separate class hours are arranged.
Chinese Teaching in Deaf Schools from the Perspective of New Curriculum
brief Introduction of the content
"Chinese Teaching in Deaf Schools from the Perspective of New Curriculum" introduces the latest achievements of Chinese teaching research in the field of general education, pays attention to the nature, concept and goal of Chinese curriculum in deaf schools, attaches importance to Chinese teaching reform in deaf schools, puts forward methods and strategies for reforming Chinese teaching in deaf schools, establishes an evaluation system for Chinese teaching in deaf schools, pays attention to discovering teachers' practical wisdom, promotes teachers' professional growth and development, and tries to solve various problems in Chinese teaching reform in deaf schools.
Brief introduction of the author
Chen Jun, male, from Yiyang, Hunan, 1972. He studied in Fujian Normal University and Xiamen University. He used to be the vice president of Xiamen Special Education School in Fujian Province, and now he is the director of Xinxin Special Kindergarten in Xiamen. He is also the deputy director of the Deaf Education Committee of the Special Education Branch of China Education Association and the editor-in-chief of Modern Special Education Research. He has published more than 80 papers in People's Education, China Education News, China Special Education and Modern Special Education. He is the author of Hot Topics in Special Education, Creating a Diversified World, How the Deaf Learn a Language, and Research on Language Education in Schools for the Deaf. Awarded the honorary title of "National Advanced Worker in Special Education" by the Ministry of Education and the Ministry of Civil Affairs. He presided over the research of national key topics such as "research on labor, labor skills and vocational education of three types of disabled children" and "research on Chinese teaching in deaf schools from the perspective of new curriculum reform". He has taught education, scientific research and teacher professional development courses in the eastern and western special education schools, regional backbone teachers' training courses in national schools for the deaf, and principals' training courses in more than 20 provinces and cities.
catalogue
Preface (inscription by Zhu Yongxin and Pan Maoyuan)
order
The first chapter is the nature, concept and goal of Chinese curriculum in deaf schools.
Section 1 The Nature and Status of Chinese Curriculum in Deaf Schools
Section 2 Basic Concepts of Chinese Curriculum in Deaf Schools
Section 3 The overall goal of Chinese course in nine-year compulsory education in deaf schools
The second chapter is the Chinese teaching design and classroom teaching strategy in deaf schools.
Section 1 Chinese teaching design in deaf schools
Section 2 Chinese homework design for deaf schools
Section 3 Chinese Teaching Methods and Strategies in Deaf Schools
Chapter III Purpose and Methods of Deaf Communication
Section 1 Overview of Deaf Language Communication
Section 2 The goal of deaf communication
Section 3 Common Language Communication Methods for Deaf People
Chapter IV Reading and Writing Teaching in Schools for the Deaf
Section 1 Significance and Objectives of Reading and Writing Teaching in Deaf Schools
Section 2 Basic concepts of reading and writing teaching in deaf schools
Section 3 Literacy Teaching Methods
Section 4 Writing Teaching Methods in Deaf Schools
Chapter V Reading and Reading Teaching in Deaf Schools
Section 1 Overview of Reading and Reading Teaching in Deaf Schools
Section 2 Objectives and Tasks of Reading Teaching in Schools for the Deaf
Section 3 Contents and Methods of Reading Teaching in Schools for the Deaf
Section 4 Text Teaching of Different Genres
Chapter VI Writing and Writing Teaching in Deaf Schools
Section 1 The Significance and Objectives of Writing Teaching in Deaf Schools
Section 2 Writing Teaching Strategies in Deaf Schools
Section 3 Teaching of Different Types of Composition
The fourth part introduces several experiments of composition teaching reform in China.
Section 5 composition correction
Chapter VII Comprehensive Chinese Learning in Deaf Schools
Section 1 Overview of Comprehensive Chinese Learning in Deaf Schools
Section 2 The goal of comprehensive Chinese learning in schools for the deaf
Section 3 Implementation of Comprehensive Chinese Learning in Deaf Schools
Section 4 Evaluation of Comprehensive Chinese Learning in Schools for the Deaf
Chapter VIII Evaluation of Chinese Curriculum in Deaf Schools
Section 1 Overview of Chinese Curriculum Evaluation in Deaf Schools
Section 2 Contents and Methods of Chinese Curriculum Evaluation in Deaf Schools
Section 3 Evaluation of Chinese Classroom Teaching in Deaf Schools
Section 4 Reform of Chinese Examination Evaluation in Deaf Schools
Chapter IX Professional Development of Chinese Teachers in Deaf Schools
Section 1 How to Improve Teachers' Professional Quality
The second part grows up in the reform of Chinese curriculum in deaf schools.