1. reporter: please talk about the background and significance of the promulgation and implementation of curriculum standards for blind, deaf and mentally retarded special education schools.
A: the State Council, the Central Committee of the Communist Party of China attaches great importance to special education. The 18th National Congress of the Communist Party of China called for supporting special education, the Third Plenary Session of the 18th Central Committee called for promoting the reform and development of special education, and the Fifth Plenary Session of the 18th Central Committee explicitly called for running special education well. Premier Li Keqiang instructed that "disabled children should live under the blue sky and receive a good education like others". The General Office of the State Council forwarded the Special Education Promotion Plan (20 14-) formulated by the Ministry of Education and other seven departments, taking "formulating and promulgating the curriculum standards of special education schools for the blind, deaf and mentally retarded" as an important task.
Disabled children and adolescents are special objects of education, and their physical and mental characteristics and learning development have special laws, which require special educational methods, methods and approaches. The former State Education Commission issued 1993 curriculum plan for blind and deaf-mute schools and 1994 education and training plan for students with moderate intellectual disabilities, respectively, and put forward the training objectives, curriculum contents and basic requirements of blind and deaf-mute schools, but they are relatively simple. With the continuous expansion of the scale of special education and the gradual popularization of new concepts such as integrated education and the combination of medical education and teaching, the requirements for the quality of special education are getting higher and higher, and the original plan and outline can no longer meet the needs of special education and teaching. Formulating and promulgating the curriculum standards of special education schools for the blind, deaf and mentally retarded has become an urgent need to establish and improve the education standard system and improve the quality of special education.
The three kinds of curriculum standards for special education schools issued this time * * * involve 42 subjects, including blind schools 18 subjects, deaf schools 14 subjects and mentally retarded schools 10 subjects, including curriculum nature, basic concepts, curriculum objectives, teaching contents and implementation suggestions. This is the first set of systematic learning standards specially formulated for disabled students since the founding of New China. It is a concentrated summary of the experience of the development of special education and the reform of education and teaching in China for many years, which fully embodies the great importance attached by the party and the state to the education of disabled children. As the top-level design of special education teaching reform at present and in the future, this set of curriculum standards is of special significance for further improving the quality of special education, running special education well and promoting educational equity.
2. Reporter: What are the basic principles for the three types of special education schools to formulate compulsory education curriculum standards?
A: When formulating the curriculum standards for compulsory education in three types of special education schools, we mainly adhere to three basic principles: First, we should adhere to the party's educational policy in an all-round way, fulfill the fundamental requirements of educating people with moral education, organically integrate and strive to promote the all-round development of disabled students. Second, adhere to the combination of generality and particularity, and properly handle the relationship between special education curriculum standards and ordinary school curriculum standards, which not only connects with ordinary school curriculum standards, but also fully reflects the characteristics and independence of special education. Third, adhere to the physical and mental characteristics of disabled students and the law of learning development, fully consider the multiple needs of different types of disabled students, highlight the potential development and functional compensation of disabled students, and strive to promote the better integration of disabled students into society.
3. Reporter: How is the formulation of curriculum standards for special education schools organized? What process has it gone through?
A: The formulation of curriculum standards for special education schools lasted for more than six years, and it mainly went through the following five links:
The first is special research. Since 20 10, Beijing Normal University, Jiangsu Provincial Department of Education and Beijing Union University have been entrusted to form a research group to sort out the historical evolution and experience of curriculum reform in special education schools in China, and conduct in-depth research in grass-roots special education schools through seminars, questionnaires and interviews to understand the needs of front-line special education teachers.
The second is international comparison. This paper studies the practice of special education curriculum reform in the United States and Britain, Russia, Japan and South Korea.
The third is the drafting of the manuscript. Nearly 600 college special education experts, front-line special education teachers and general education curriculum experts were organized as core members. On the basis of fully absorbing the achievements and experience of compulsory education curriculum reform in ordinary schools, combined with the reality of special education, the draft of curriculum standards for various subjects was drafted.
The fourth is to solicit opinions. A questionnaire survey was conducted in more than 500 schools in China/KLOC-0, and the opinions of principals, teachers and experts of first-line special education schools on curriculum standards were widely heard, and the opinions of relevant departments, local education administrative departments, universities and scientific research units were formally solicited. According to the opinions of all parties, the curriculum standards have been revised repeatedly.
The fifth is to carry out experiments. Since 20 12, the curriculum standards for blind schools have been tested in 34 independent schools for the blind and deaf, more than 90 schools for the deaf and more than 20 schools for the mentally handicapped. According to the experimental situation, six special meetings were held successively, and nearly 850 experts were organized to revise and improve the curriculum standards.
4. Reporter: What are the main contents of the curriculum standards of special education schools?
A: The curriculum standard framework of special education schools can be roughly divided into four parts:
The first is the preface. This paper mainly expounds the nature, basic ideas and design ideas of the course, emphasizes the educational function of the course, and expounds how to combine the concept of modern special education with the concept of subject curriculum, teaching concept and evaluation concept, improve teaching methods and improve learning effect.
The second is the curriculum objectives. Mainly from the aspects of knowledge and skills, process and method, emotional attitude and values, the overall goal and learning stage goal of each course are defined, and the most basic level and degree that all kinds of disabled students should reach in this course after learning is put forward.
The third is the course content. It mainly clarifies the concepts, principles, facts, skills and other specific contents that the course needs to learn, which are generally divided into three levels: 1-3, 4-6 and 7-9. For example, the curriculum standard of life language in schools with mental retardation requires students to "learn to listen, express and communicate initially, understand everyday language, and know and write a certain number of commonly used Chinese characters".
The fourth is to implement the recommendations. Mainly in teaching, evaluation, textbook compilation, curriculum resources development and utilization. Specific and operable suggestions are put forward. Teachers are required to carry out teaching on the basis of fully understanding the types, causes, degrees, development levels and differences in development speed of students' disabilities, evaluate students' development from multiple perspectives and in the whole process, attach importance to providing appropriate teaching AIDS, assistive devices and learning materials for disabled students, and use modern educational technology to support disabled students' effective learning.
5. Reporter: What is the relationship between the curriculum standards of special education schools and those of ordinary schools?
A: The curriculum standards of the three types of special education schools are closely related to those of ordinary schools, fully absorbing the achievements and experiences of the curriculum reform of compulsory education in ordinary schools, maintaining strict consistency with the curriculum standards of ordinary schools in terms of ideology, politics and major principles, and maintaining basic consistency with the curriculum standards of ordinary schools in terms of framework structure, writing style and language style, thus ensuring the integrity and coordination of the national compulsory education curriculum standard system.
The curriculum standards of special education schools should not only follow the basic requirements of the state for the curriculum standards of compulsory education schools, but also consider the particularity of disabled students and adapt to the physical and mental development characteristics and learning growth laws of different types of disabled students. In terms of specific objectives and content requirements, the curriculum standards of special education schools have been scientifically transformed according to the reality of disabled students. Schools for the blind and deaf have 27 courses with the same names as ordinary schools. However, according to the characteristics of disabled students and the reality of special education, the training objectives and requirements of various courses have been adjusted accordingly, the course content has been increased or decreased accordingly, and the relevant education and teaching requirements have been changed.
6. Reporter: How does the curriculum standard of special education schools reflect its particularity?
A: The curriculum standards of special education schools fully consider the cognitive ability, learning style, personality characteristics and physical and mental development characteristics of students with different types of disabilities, and organically integrate the new concepts of contemporary special education.
First, the characteristic curriculum standards for defect compensation and potential development have been specially formulated. Schools for the blind have developed directional walking, comprehensive rehabilitation and social adaptation, while schools for the deaf have developed five characteristic curriculum standards, namely communication and rhythm, which are specially developed for disabled students on the basis of summarizing the practical experience of education and teaching in special education schools in China.
The second is to formulate curriculum standards for mentally retarded schools with life as the core. According to the actual level of intellectual development of students with mental retardation, the curriculum standards of 10 are formulated with life as the core, including life language, life mathematics, life adaptation, labor skills, sports health care, art leisure and so on. The main purpose is to help students with mental retardation learn to live, learn to adapt and improve their quality of life.
Thirdly, combined with the actual situation of all kinds of disabled students, the corresponding course content is put forward. Although there are 27 curriculum standards with the same name as ordinary schools, the corresponding curriculum contents are increased or decreased according to the cognitive characteristics of different types of disabled students. For example, in the Chinese curriculum standards, braille and tactile reading and writing are specially added in blind schools, and sign language is specially added in deaf schools.
Fourthly, some teaching suggestions are put forward in line with the reality of special education. According to the characteristics of all kinds of disabled students, some targeted suggestions are put forward. For example, the Mathematics Curriculum Standard for Blind Schools proposes that the limitations of students' visual access to information should be fully considered, and mathematical touch maps should be used to help students learn graphics and geometry. According to the chemistry curriculum standards of blind schools, it is suggested that students with low vision should be divided into two groups, so as to give full play to the residual vision function of students with low vision and arouse the enthusiasm of students with complete blindness.
7. Reporter: It seems that the curriculum standards of special education schools have their particularity. How is it organized in auditing and inspection?
A: First, organize a strong team of experts. The Expert Working Committee of Basic Education Curriculum and Textbooks of the Ministry of Education is entrusted to undertake the deliberation work. More than 500 experts participated in the deliberation, including special education experts in colleges and universities, principals and key teachers in primary special education schools, and curriculum experts in general education schools. In addition, representatives from China Disabled Persons' Federation, China Association for the Blind, Deaf Association, NPC deputies and CPPCC members were specially invited to participate in the review of curriculum standards.
The second is the cross-examination between the comprehensive group and the subject group. A comprehensive review group of curriculum standards for blind schools, deaf schools and schools with mental retardation was established, and a discipline review group was established for each discipline. The comprehensive review group focuses on the ideological and political direction of curriculum standards, the relationship between disciplines, and the coordination of overall ability and difficulty. The discipline evaluation team focuses on the scientificity and appropriateness of discipline objectives and content setting, as well as the operability of teaching and evaluation implementation. From June 1 day to June 10, five meetings were held to review the curriculum standards of schools for the blind, deaf and mentally retarded.
8. Reporter: The curriculum standards for special education schools have been officially released. How to implement the curriculum standards in the next step?
A: Implementing the curriculum standards of three types of special education schools is a systematic project, which requires the joint efforts of education administrative departments at all levels, special education schools and teachers.
First, we must do a good job in the construction of teaching materials. According to the newly released curriculum standards for compulsory education in three types of special education schools, the Ministry of Education is organizing professional forces to compile a new curriculum standard for special education schools, which is expected to be put into use in the first grade of primary school from the beginning of next autumn.
The second is to do a good job in training all staff. The Ministry of Education will organize national curriculum standard training. All localities should incorporate the training of curriculum standards into the teacher training plan, and train all principals, teachers, teaching and research personnel and teachers of special education resources in ordinary schools, so that they can fully understand and accurately grasp the new ideas, new ideas and new requirements of curriculum standards.
The third is to do a good job in education and teaching. Instruct teachers to conscientiously implement curriculum standards, follow the physical and mental characteristics of disabled students and the law of learning growth, update teaching concepts and methods in time, reasonably grasp the requirements of teaching capacity and difficulty, highlight potential development and functional compensation, and promote the all-round development and better integration of disabled students into society.
The fourth is to do a good job in evaluation reform. Actively promote the reform of special education evaluation, respect the individual differences of disabled students, evaluate students' development from multiple perspectives and in the whole process, pay more attention to process and development, and play an active role in improving education and teaching and promoting the development of disabled students.
The fifth is to do a good job in resource construction. Strengthen the development of special education curriculum resources, integrate the beneficial resources of special education centers, special education schools, relevant teaching and research institutions and various curriculum resource platforms, and continuously enrich the special education curriculum resources. We should make full use of modern information technology and vigorously promote the construction and sharing of inter-school and inter-regional curriculum resources. ;