Model essay on special education —— Understanding and thinking of Chinese teaching methods in special education
With the advent of knowledge economy, society has put forward higher requirements for the needed talents. Under such circumstances, as students in special education schools, the challenges they face can be imagined, because students in special groups have their own defects in different degrees, and their ways and degrees of accepting knowledge are different from those in ordinary schools, which requires teachers in special education schools to improve their teaching concepts in light of the actual situation and needs of students. In order to let the students in special education schools get better education and master more knowledge, Chinese teaching methods should also be changed in a targeted way. .
Keywords:: Reflections on Chinese Teaching in Special Education
Most students in special education schools have some physiological problems, which hinder the language communication between students, make the students in special education schools have greater psychological pressure and have an impact on their study. These problems also bring great difficulties to the teaching of special education schools, because in our study and life, we often deal with problems through communication. Chinese is closely related to life. For students in special education schools, Chinese is an extremely important communication tool. Chinese teachers in special education schools must study and summarize teaching methods in the teaching process and explore Chinese teaching methods suitable for students in special education schools.
First, the current problems in Chinese teaching methods in special education
(A) Chinese teaching objectives are not clear enough
Many teachers' own professional knowledge is not solid enough, and they only pursue teaching forms in teaching, so they are not sure about the teaching objectives, have no focus on imparting knowledge, explain the knowledge points superficially, and lack the overall control of knowledge, which can not play a good guiding role in students' knowledge mastery. For a special group of students, if teachers always fail to grasp the key points of learning, it will lead to students being at a loss in class, which will inevitably cause greater pressure on students.
(B) student guidance is not in place
In Chinese class, teachers pay too much attention to their own explanations, ignoring the problems that students have in the learning process, failing to solve students' problems in time and combining inquiry teaching with classroom knowledge control, which hinders the improvement of teaching quality. Because of their own problems, students who receive special education are relatively slow to receive knowledge in class, while teachers only care about their own teaching and ignore the attention to students' learning progress, which will make students feel inferior and even dampen their enthusiasm for learning. At the same time, the method of mechanical memory can not complete the innovation breakthrough, which is not conducive to the improvement of Chinese teaching efficiency in special education.
Second, let Chinese teaching in special education return to reality.
Education comes from life, and education and life are inseparable. The concept of new curriculum reform points out that Chinese teaching should be close to life and students. Therefore, under the guidance of new ideas, Chinese teaching in special education should bring teaching activities back to reality, thus improving the Chinese practice of special groups and improving students' Chinese ability and level.
Language and writing are used to convey ideas, especially China's language, which pays the most attention to verve. If there is no sense of image and no understanding of words, how can students really feel a work and write a good work? In special education groups, most students have such defects, and many students can only experience external things through one of sight, hearing, touch, smell and taste. Therefore, life is the basis for students to learn in special groups and the continuation of classroom education, while the past indoctrination and explanation teaching methods are not conducive to students' learning Chinese. Teachers in special education schools must be people-oriented. They must implant Chinese teaching into students' lives, further stimulate students' enthusiasm and initiative as learning subjects, regard teaching objectives and requirements as students' needs, let students learn in life, live in learning, and then acquire dynamic knowledge.
Third, carry out Chinese teaching activities according to the actual situation of special education students.
Teachers can carry out personalized and hierarchical teaching in the classroom. Personalized teaching is a kind of personalized teaching that teachers take into account students' different personalities, hobbies, qualities and advantages. For example, some students like to answer questions, while others like to study silently. Then, in teaching, teachers should strengthen training, give higher standards to subjects with students' advantages, and carry out low-intensity exercises for students with fixed thinking patterns, set up ways suitable for students, and improve students' Chinese thinking.
Fourth, closely connect with life practice and increase life practice.
(A) careful observation of life, cognitive life
Some Chinese descriptions in Chinese textbooks for special education are relatively in line with the reality of some students, but because these students have no habit of observing things carefully, they usually ignore or know little. Therefore, teachers should strengthen life accumulation in peacetime, guide students to observe and record carefully. So ... Only through observation can students feel life, know the phenomena and laws in life, accumulate materials and lay a good foundation for learning.
Encourage special education students to study independently and creatively.
Students' independent innovation means that students take self-thinking and self-expression as the core, give full play to their subjective initiative and truly reflect their own views. Teachers should guide and encourage students to learn independently in time, so that students can master and understand Chinese knowledge in other ways and realize diversified and personalized teaching goals.
(C) combined with real life, to enhance the perception of life
The descriptions of some sentences in the textbook are very similar to the actual experiences of special education students. When teaching these courses, teachers should consciously create scenes through different teaching methods, and present the objective scenes and phenomena expressed in the text in front of students in a three-dimensional way, so that students can feel immersive and feel with their own real life experience, so as to improve their understanding of the text. For example, students can imagine the scene conveyed by words through the feeling of beautiful pictures. In the process of reading aloud, teachers can make students intoxicated in their own world, feel the beauty of life and feel the dynamic world. Teachers must integrate Chinese teaching into life, so that students can deeply understand the meaning of the text, which is also conducive to mobilizing students' pursuit of beautiful things.
(d) In classroom teaching, organize students to teach games related to the same theme and have practical teaching experience.
The boring classroom atmosphere will make students feel tired of learning. In classroom teaching, students will be more interested if teachers can organize games related to the theme to teach. Through the game, it can ensure that the explanation of theoretical knowledge is relatively simple, and it is also conducive to students' learning, so that students can complete the teaching requirements in the game.
For Chinese teaching in special education, diversified teaching forms have changed the boring teaching forms in the past and accelerated the progress of students' innovative ability and personality. Teachers should take students' autonomous learning as the center, and carry out teaching by various teaching methods, so as to ensure the all-round coordinated learning of students' mouth, brain and hands as far as possible, make Chinese teaching in special teaching more interesting, improve the abilities of special students in all aspects, and lay a good foundation for their future.
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