A Study On Scene Teaching Of Mental Retardation Children

Baban J Ki said:" The rules between teaching form and teaching efficiency of the contact has been clearly:the choice of teaching form of restricting the teaching efficiency." The organizational forms of teaching is in the specific goal position in the teaching theory and practice, affects the teaching task and teaching efficiency, education scale, students’intellectual and non-intellectual factors, teachers’teaching way and improve style. In education of mental retarded children, classroom teaching is the main form of teaching organization. In classroom teaching, teaching target, content, time, and space is fixed, that ignores the changes of teaching target, the dynamic generation of teaching content, unpredictable teaching events and students’interests and needs, the existence of uncertain factors, affects the effectiveness of mental retarded children education, leads to limit the life and social goals realization of mental retarded of children education. Scene teaching organizational form is one of effective teaching form that is in addition to outside the classroom in a school, mental retarded children’s actual needs, interests and focus of attention as the starting point, the teacher with educational tact and experience timely capture the education opportunity, select teaching content, use a variety of effective teaching methods to teach mental retardation children. Reasonable implement scene teaching form, make it combined with classroom teaching, that can make these two kinds of teaching forms complement each other. Based on analysis on the physical and psychological characteristics of mental retarded children and current situation of the teaching form of the mental retarded children and exploration of the scene teaching form, this study selected the field of mental retarded children teaching as a research problem.This study tries to solve three major problems. How do the mentally retarded children organization of teaching implementation situation? How teachers cognition of the teaching? How to implement the mentally retarded children live teaching? On the first question, this study revised "mental retarded children organization form of teaching implementation situation questionnaire", investigated from three aspects:the interaction between teachers and students, the choice of teaching methods, teaching time and space, combined with some teacher’s interview, found out mental retarded children organization of teaching implementation situation. The main conclusions were as follows:(1) Interaction between teachers and students, teachers and students interact through a variety of ways. Main show is:teachers love students have problems communicating with teachers actively encourage students to express their own ideas, organize and participate in various activities of students, ask students questions;(2) Teaching method and means, most teachers have some teaching methods and means that widely used in mental retarded children education;(3) Teaching time and space, teachers are ideal for teaching schedule, but not ideal for teaching space arrangement;(4) The organization form of teaching in the teaching of mental retardation children compared to the single;(5) The choice of the organization form of teaching of mental retarded children based on the characteristics of mentally retarded children and teaching task. The characteristics of mentally retarded children referred to the existing level of development of student;(6) Evaluation of mental retardation children teaching organization form, most of the teachers evaluated it from three aspects:the classroom atmosphere, students’responses, whether to achieve the preset objectives, ignored the uncertainty of the classroom teaching. In the understanding of mental retarded children teaching organization from based on the status of implementation, the study made "the questionnaire of the cognition of teachers for scene teaching of mental retarded children", investigated from four aspects:cognition of connotation, cognition of objective, cognition of content, cognition of requirement, understood the cognition condition of scene teaching of teachers, and analyzed the reliability and validity of the questionnaire. The main conclusions were as follows:(1) The level of cognition of teachers of scene teaching was high. Mental retarded children teachers on the connotation and objective of cognition level was higher than on the content and requirement of cognition level;(2) Mental retarded children teachers’scene teaching cognition score and each factor in gender, general education experience, the degree of mental retardation of students had no significant differences;(3) Mental retarded children teachers’cognition of connotation in the teachers’pre-service major, school age, teaching grade had significant differences.To further explore the elements of the scene teaching, carrying on the analysis to the typical case of scene teaching for mental retarded children, and exploring the problems of implementation scene teaching. The problems were as follows:(1) Teachers had deviation in the scene teaching ideas;(2) Teachers had errors of the choice of objectives and content in scene teaching;(3) Teachers’teaching methods was single;(4) Scene teaching of mental retarded children was lack of corresponding teaching evaluation mechanism. In view of the existing problems of scene teaching of mental retarded children, the corresponding countermeasures were put forward:(1) Update the mentally retarded children teachers teaching concept;(2) Strengthen the school society-adaptation awareness and understanding of scene teaching;(3) Improve the professional level of mental retardation of children teachers;(4) Strengthen exchanges and cooperation with the parents of the students and school for the mentally retarded.