(A) environmental infiltration method
Pre-school special education should pay attention to creating a relaxed, safe and warm environment similar to family atmosphere, providing places for these children to live, study and entertain, making full use of the potential factors of the environment, developing the non-intellectual factors of these children and cultivating their interest in participating in activities. For example, create various forms of role-playing places, so that these children can take the initiative to enter life and learn basic self-care ability in doll home activities.
(B) Combination game teaching method
Pre-school special education should be based on the main obstacles of pre-school special children in learning and the characteristics of accepting knowledge: learning a knowledge point should be in groups.
In the game, children can learn from the shallow to the deep, and can fully mobilize their interest and participation ability. For example, learning the basic movements of sports.
-Jump with your feet together. Teachers break down the action of "feet jumping together" into combined games for teaching. In the game of "big ball", they learn to jump up together with their feet; in the game of "crossing the river", they learn to jump forward together with their feet; finally, in the game of "catching pests with small frogs", they practice jumping together with their feet. That is, they practiced the basic movement of sports-jumping with their feet together, and educated these children on environmental awareness. Frogs are beneficial insects, so we can't eat frogs. Through the combination game, the teacher taught the students the skills of jumping with their feet together step by step, and the students mastered these skills very firmly.
(3) Multi-sensory teaching method
Pre-school special education should make full use of these children's multi-sensory activities to learn and let these children feel through sight, taste and touch.
Multi-senses receive information, learn knowledge and maximize teaching effect. For example, life activities-knowing watermelon, is to let these children know watermelon, and use vision and touch to know the shape and color of watermelon. In the "eat watermelon" game, let these children taste watermelon with their taste. You should know that there are red pulp and black seeds in watermelon, and the seeds cannot be eaten. Finally, in the game of "Drawing Watermelon", let these children do it and draw a picture. By finding an activity of eating a picture, students' understanding of watermelon is deepened.
(D) the integration of teachers and students teaching methods
Pre-school special education should attach importance to the main role of these children and the leading role of teachers, and realize the interaction between handsome students and students in teaching activities.
Move, learn knowledge in a harmonious atmosphere between teachers and students, stimulate these children's desire to learn, improve their learning ability and enhance the feelings between teachers and students. For example, the art activity-the big red flower, is that teachers and students participate in the activities of "tearing paper blocks" and "sticking paper blocks" in the game to jointly evaluate and paste the big red flower. By studying with teachers, these children's practical ability has been improved. Finally, in the "send red flowers" activity, these children gave big red flowers to the teachers who made them together, which enhanced the feelings between teachers and students.
(E) Simulated Situational Teaching Method
Pre-school special education should pay attention to creating situations consistent with teaching knowledge points. In the simulated practice environment, these children are more interested in learning, more likely to accept knowledge, understand the meaning of the teacher's language, and more likely to imitate the teacher's actions and learning skills. For example, in the activity of polite teaching "guests come", the teacher arranges the teaching activities in the corner of the doll's house, which is similar to the family atmosphere. The teaching teacher learns to be a host from one student, and the teaching assistant learns to be a guest from another student. When the guests arrive, the teacher will demonstrate such actions as "come in", "sit down", "pour tea" and "send water", so that the students as hosts can imitate the actions with the teacher. These children learn well and are full of interest, like little masters. Through the teaching of simulated situations, students' interest in participating in teaching activities is improved.
(6) parent-child teaching method,
Preschool special education should attach importance to parents' participation and create opportunities for parents to participate in children's educational activities. These children see their parents and
I am very happy to do activities together, so that my learning ability is enhanced, my parents and children's feelings are enhanced, my learning potential is brought into full play, and my non-intellectual factors are improved. For example, we invited parents to participate in the song performance of "Only Mom is Good in the World". In the process of students looking for their mother to dance, a child with cerebral palsy and broken legs, usually indifferent, dragged his disabled legs to his mother like other children under the call of emotions. The scene of mother and child embracing each other made the teachers and parents present clap their hands and say good, which was very exciting.