Life-oriented teaching mode has attracted much attention in today's education and teaching work. In the Experimental Program of Compulsory Education Curriculum for Schools with Mental Retardation, the principle of curriculum setting for schools with mental retardation is also put forward: "Combining life adaptation with potential development, that is, in terms of curriculum function, it emphasizes the cultivation of students' positive attitude towards life, the cultivation and training of students' self-care ability and social adaptability, the development of students' potential and the cultivation of students' personal talents." And the original "Mathematics" subject was renamed as "Life Mathematics", and it was required to "help students form and master the concept of simple numbers related to life, the operation of numbers, the understanding of time and space, the application of numbers, and learn to use simple operation tools." Cultivate students' preliminary calculation ability, thinking ability and the ability to solve some simple problems in daily life by applying mathematics. "
How to truly integrate life into the teaching process, or how to make the teaching process more vivid and improve the effectiveness of the teaching process, is a method that our front-line teachers should think about. As a math teacher in a school for mentally retarded students, we should not only teach them to "master knowledge", but more importantly, let them learn how to "use knowledge". For the latter, it is difficult for students with mental retardation to learn with pure book knowledge, which is due to their physical defects. However, if the relevant knowledge and scenes in life are organically integrated with the learning content, we can quickly grasp the mystery.
First, replace the existing teaching environment with life scenes.
Square classroom, only cold tables and chairs, and some simple wall layout. Students are in a dust-free environment every day, and they will get bored after a long time, which is very unfavorable for improving students' learning interest and learning effect. We might as well prepare more teaching AIDS or courseware before class, put the scenes in life into the classroom, and teach under the impetus of freshness, which can not only enhance students' strong interest in learning, but also make teachers receive different teaching effects.
When I was teaching the use of RMB, I divided a corner of the classroom into "supermarket corner", moved the supermarket into the classroom by using regional functions, and put the prepared "goods", "price tag", "RMB" and "cashier" in the corresponding positions, so that a supermarket was completed. Teachers can also let students participate in the preparation and make them "aware". In fact, this is to help students prepare before class. In classroom teaching, let students go shopping in their own supermarkets, and at the same time integrate mathematics teaching into it, so that mentally retarded students can learn to read the price tag, learn to pay, learn to calculate the change, and so on ... After the interaction between teachers and students, the changes in the learning environment will make students interested. In this case, giving students relevant mathematical knowledge will enable them to master, understand and use knowledge better. This seemingly entertaining method is very suitable for mathematics teaching in schools with mental retardation.
Second, the vivid language of life has replaced the rough teaching language.
In order to explain some knowledge and a mathematical formula, teachers often speak languages that students can't understand at all. These languages are only suitable for books, not for mentally retarded students with poor understanding ability. Of course, mathematics is a rigorous subject, and there are some difficulties in language expression, so we can explain these profound mathematical knowledge in the language of life, and explain it with examples that students with mental retardation can understand, which will get twice the result with half the effort.
When teaching "Cognition of Graphics", students with mental retardation can know what squares, rectangles, circles and triangles are by using objects in their lives. For example, round cakes or biscuits can be used to teach students to know the circle; Red scarf and triangle can be used to teach the understanding of triangles; For example, books, pencil boxes, rulers and other items with rectangular characteristics can be used to teach the understanding of rectangles and so on.
Because the brains of mentally retarded students are not fully developed, they can only remember images when they understand. If we want them to remember the basic characteristics of rectangle, circle, square and triangle to learn to distinguish these basic figures, it is a very complete lesson for moderate and severe students. So we only use simple language to teach, such as "the round cake is round, the long ruler is rectangular, the angular red scarf is triangular, and the square handkerchief is square". In this way, students can not only read fluently, but also help mentally retarded students understand graphics with language description and image memory with understanding. The dual method is only to achieve one goal.
Third, life-oriented games replace boring exercises.
After math class, teachers always give students some exercises to consolidate their knowledge, but this is not the only way. Students with mental retardation only follow the solution of teaching examples when doing math exercises because of their slow thinking and poor divergent thinking ability. If the topic changes slightly, mistakes will still be made, especially for students with moderate and severe mental retardation. These students can't understand the meaning of the topic. If the teacher just asks them to do exercises and ignores their "understanding" level, then no matter how many questions the students do and how many times the teacher corrects them, they still won't do them or always make mistakes. Therefore, when examining students' knowledge, we can adopt another method-life-oriented games.
When I teach the addition within 10, I use the beading game that students often play: give each student a rope and some beads, let a student A put nine beads on the line, and then a student B put the beads of 1 on it, which leads to problems: student A wears nine beads and student B wears 1 beads, and the line is one. When students know how to use addition calculation, they can wear beads again to deepen the influence: 9 beads and 1 bead together become 10 beads. At this time, teachers can strengthen students' understanding by combining objects and words:
(blackboard writing) 9 beads and 1 bead together (addition calculation)
9 beads+1 bead = 10 bead
9? +? 1? = 10 (derivation of addition formula)
Knowing the result does not mean that the students have mastered it. We can make each student wear beads once. On the surface, we can say, "Let's check it together, right?" In fact, it is to let students practice again and consolidate the knowledge of 9+ 1 = 10. In this repeated situation, students can basically master knowledge. Make use of students' love for the game and hope to win the game, so that students can really master and learn to use knowledge in repeated games.
Fourth, life-oriented problem-solving methods replace formulaic problem-solving methods.
Mathematics is actually a subject from life, but often when we solve mathematical problems, we forget the essence of mathematics and turn it into problem solving and problem solving. In fact, sometimes we can solve math problems quickly by putting them into our lives.
When teaching "application problems", mentally retarded students become at a loss because they don't understand the meaning of application problems. At this time, teachers can change the language of questions into the language of life to ask questions, such as answering such an application question, "Xiaohong is 12 years old this year, and Xiaolin is 18 years old this year. How old is Xiaohong?" We can change the characters in the topic into classmates, design a topic with our own age, let them know how to answer a lot of bigger questions, and then change the topic we designed into the previous exercise, so that students can understand it more easily and will not make mistakes!
The classroom of life-oriented mathematics teaching is student-centered. We use students' familiar life knowledge and life scenes to create a learning living environment for students. Under the guidance of life-oriented teaching language and with the cooperation of life-oriented games, life-oriented problem-solving methods are used to solve mathematical problems, so that students with mental retardation no longer study for the sake of learning. The process of learning itself is a happy process. The teaching process of pure mathematics can't bring a little happiness to students, but in life-oriented teaching, we can see that students are learning in happiness, learning in interest and learning independently. Therefore, life-oriented mathematics teaching brings happiness to mentally retarded students and makes teachers' classroom teaching play more incisively and vividly.
refer to
1, Experimental Scheme of Compulsory Education Curriculum in Schools with Mental Retardation.
2. Editor-in-Chief Park Yong-shin? : Introduction to Special Education, Huaxia Publishing House, 1995, 1.
3. Zhang Ningsheng and Zhou Ren: Together under the Blue Sky, Liaoning Normal University Press, 1998 September.