There are generally two ways to ask questions. One is to answer questions orally, such as "What color is this?" The other is body language answer, such as "which is a square?" Point. "Students with language barriers such as mental retardation, autism, language barriers and cerebral palsy have different degrees of damage to their language understanding and expression skills. Therefore, their answers are different. Some students are good at oral expression, some students are good at body language expression, and some students are good at answering some questions in oral even if they have spoken English. As their teaching teachers, we should not only understand this point, but also pay attention to this detail when designing information feedback. Teachers should provide each student with a way of asking questions that suits their needs. And some of our teachers, especially new teachers or old teachers who have just transferred to the intellectual education system, often ignore this point. For example, listen to a new teacher teaching the lesson "Understanding Cylinders". In the consolidation stage, the teacher took a cube and asked an autistic student, "Is this a cylinder?" As a result, the students answered "Yes" casually. In fact, from the previous teaching links, this student can recognize and distinguish cylinders. Analyze, why does this happen? There are some obstacles for students to understand and answer right and wrong questions; Second, teachers are not familiar with students, which leads to inappropriate "questioning methods"; Third, teachers' ability to deal with emergencies is insufficient. Suggest other ways of asking questions, such as "Is this a cylinder? ""(presenting a cylinder and a cube) Which is the cylinder? Point. "The student could have gained a sense of psychological success in this information feedback link, but he was sacrificed by our teacher's' lack of professional and technical literacy'. Similarly, for students who have no oral feedback ability, teachers are advised to design some questioning methods, such as "… point and point", "bring it to me", "put it together" and "contact with each other" to help students feedback learning information. For students who have spoken English, according to their ability to understand questions, they can design some questions that can be answered orally or by body language.

Teachers with mental retardation should design feedback information in a way suitable for each student's expression and level. "Student-oriented" is one of the professional skills of teachers with mental retardation, and it is also an indispensable detail in the design of teachers' effective teaching activities, which deserves every teacher's attention.

Second, teachers' "chalk" activities and students' "blackboard" activities are less.

In the past, when there was no multimedia, our teacher could write exercise questions on the blackboard according to students' literacy, cognitive level, teaching content, teaching points and teaching process, so that students could practice on the blackboard. Later, the appearance of multimedia made up for the lack of visual and auditory information impact, but it also made some teachers lazy to move "chalk". For example, some time ago, I went to XXX school for mentally retarded students and listened to a third-grade class "Addition of Numbers to 8". After a class, there is not a chalk word on the blackboard. 8 decomposition diagram, horizontal formula of several plus several, exercises, etc. , are all presented in multimedia. Students have writing ability, why not put the exercises on the blackboard and let them practice on the blackboard instead of watching the courseware to do oral arithmetic and addition exercises? Mathematical reasoning can only stay for a short time after multimedia demonstration. As a mentally retarded student, it is impossible to capture information instantly and store it in the brain. More importantly, it is necessary to show the logical steps on the blackboard so that students can experience them slowly. Now, why do many mentally retarded students learn addition and subtraction within 10 for the first time, but later they can't afford it? Many students don't understand the relationship between "decomposition and combination of objects" and "decomposition and combination of numbers" and then "addition and subtraction of numbers" Professor 10 needs to demonstrate the logical relationship of addition and subtraction on the blackboard step by step so that students can understand why "2+3=5". Teachers can provide demonstrations on the blackboard according to the students' thinking speed.

From this point of view, when using multimedia, our teachers with mental retardation suggest that we should not abandon the traditional teaching methods, but pay more attention to the provision of modern information means to achieve the effective unity of modernity, tradition and effectiveness as much as possible.

Third, the types of some subjects are vague, and the internal connection between sub-subjects and comprehensive courses is unclear.

At present, the curriculum of schools with mental retardation in China is basically running according to the new scheme, with general courses and elective courses. In general education courses, courses are mainly divided into different subjects, which are set according to disciplines. The "New Plan" does not specify comprehensive courses in the "Curriculum of Schools for Mentally Retarded Persons". Some schools set up "comprehensive practice" courses, and some schools set up "comprehensive theme courses", with 2-3 classes per week.

The teaching characteristics of some subject courses are rather vague. For example, life Chinese class. This is my reflection after observing the life language class of two intermediate mentally retarded classes in a special education basic skills competition held in a province. After listening to the class, is this class a game class, a comprehensive practice class or a life Chinese class? I'm confused. After class, the teacher gave a lecture and self-evaluation on his class, and I realized that this was a life Chinese class. My feelings are: first, students are happy; Second, what is the teacher teaching, guiding and learning? What are the functions and characteristics of "Chinese class"? There are too few traces, "the impression is not deep"; Thirdly, "two more" and "two less" are common problems in the current open intellectual education classes, that is, teachers show more elements, students play more elements, students "learn" less elements and teachers "guide" less elements; Four, the class type is unknown, it is a new class, review class, activity class ... unclear; Fourthly, I'm afraid these two young Chinese teachers don't understand the function of Chinese class. In fact, as a life language course, how to embody "life" in material selection? How to embody "the characteristics of Chinese class" in teaching? Teaching design should be an important detail that our Chinese teachers pay attention to.

What are the objectives and requirements of comprehensive courses? What does it have to do with other subject courses? Although the "comprehensive course" is not stipulated in the course description of the "new scheme", it has been required in the "course principles" to consolidate the teaching achievements of different disciplines and "promote students' overall understanding of knowledge and their ability to use knowledge to solve practical problems. Encourage students to apply what they have learned and apply what they have learned to the practice of solving real life problems. "However, many of our teachers don't know enough about' consolidating the teaching achievements of different disciplines', so that this course has a lot of new knowledge and skills, but there are few elements of consolidation. Secondly, I seldom get in touch with the knowledge and skills of other disciplines, and lose the meaning of "… the ability to solve practical problems with knowledge … the practice of solving real life problems with what I have learned". This detail is also worthy of our teacher's attention.

Fourthly, insufficient attention is paid to the cultivation of students' oral and non-oral communicative competence in the naturally generated interpersonal communication environment.

Although the "new plan" for mental retardation does not specify the goal of oral and non-oral communication, we know that students with mental retardation, autism and language barriers have different degrees of obstacles in communication ability, so teachers should pay attention to the cultivation of students' communication ability in any teaching activities. Whether between teachers and students or between students, teachers should seize every opportunity to develop students' communicative competence and skills in a timely manner and cultivate students' oral communicative competence and non-oral communicative competence in a naturally generated language barrier environment. However, in many lectures, I found that many of our teachers pay more attention to students' emotions, while ignoring or not paying enough attention to the cultivation of students' communication skills. This is worthy of our teacher's attention.

Five problems: insufficient attention to behavior management.

There are many problem behaviors in the classroom of mentally retarded students. From time to time (seemingly for no reason), there are some problems such as talking to yourself, crying suddenly, lying on the ground, hitting your head, being "looked back" by the classmates in the front row. As a teaching teacher, how to manage these behaviors of students? Should we ignore or stop the ongoing teaching activities to deal with it?

It is generally believed that "soliloquy" is synonymous with autism students' autism, absent-mindedness and absent-mindedness. However, why is this student talking to himself, crying loudly and pushing the table at this moment? If we know the reasons of students' behavior at an appropriate time, it may be wonderful, which will help teachers to help students adjust their emotions, manage their own behaviors and adjust their teaching strategies.

Therefore, teachers should pay due attention to students' problem behaviors such as "talking to themselves" and "pushing the table" in class, and don't scold students or ask their companions or teaching assistants to take them away from class. These are all undesirable. As a special kind of education, the management of students' classroom problem behavior should be one of the classroom teaching goals, although it contains some randomness.

Six activity class teachers downplay the value orientation of "self-leadership"

"Leading by example" means that teachers use their own body movements to demonstrate and drive students to act. Some teachers wear leather shoes and high heels, and sometimes they stand on the playground with their hands in their cloth pockets or hands up. Simple demonstration, let students run, jump, shoot, walk on the balance beam ... learn puzzles and beads ... simple demonstration and explanation, let students practice by themselves. The students' practice status can be imagined. Our mentally retarded students are no better than ordinary students. They not only lack the ability to learn skills, but also lack their own conscious practical ability. They need our teachers to guide, remind, help and encourage them at any time ... In the class of mentally retarded students, the teachers' body and mind should be synchronized with the students' body and mind, and teachers should use their own bodies to drive students to move or calm down. This is one of the differences between our special education classroom and general education classroom. Therefore, teachers with mental retardation should shape their own image and role in front of students. Teachers in different classes have different image emphases, which is also a detail that teachers must pay attention to.

In a word, classroom teaching is a dynamic process of interaction between teachers, students and students, with many variables. How to treat each student's position in the teaching process, implement differential teaching and provide a platform for students with different needs to participate equally is the watershed between modern special education and traditional special education. As an intellectual teacher, it is of great significance to pay attention to some classroom details, whether in class or in classroom evaluation, to improve teachers' professional and technical literacy, to improve the quality of intellectual classroom, to improve the quality of classroom evaluation and to practice the concept of modern special education.