Case Study Of Adjustment And Implementation Of Chinese Curriculum Content For Mental Retarded Students Studying In Regular Class

Chinese curriculum is the carrier of Chinese teaching for students studying in regular class. Mentally retarded students can hardly adapt to Chinese classes in regular schools, due to delay in acquiring basic reading and writing skills emerging through late speaking and linguistic development. The major difficulties teachers encounter in their work are that they are not clear what and how to teach, therefore, they cannot work out suitable individualized Chinese education programs for the students with special needs. So far, researches on Chinese curriculum adjustment in terms of studying in regular class are generally theoretical statements or summaries of teachers’ experience. However, there are few researches on how to adjust content of Chinese curriculum systematically in regular class, based on an overall evaluation on the needs of students.This study chooses two mentally retarded four-year-grade students who study in regular class as subjects, with their Chinese curriculum adjustment as the study theme. After evaluating the two students’ Chinese scholastic level and how well they’ve mastered the main points systematically, teachers adjust their Chinese curriculum content respectively, in order to improve the students’ scholastic level and get them fully involved in classes and adapt to Chinese curriculum further. Main methods this study adopts are literature method, survey method, observational method, and interviewing method. The study result shows that:(1) Overall evaluation is significant in guiding the adjustment and implementation on content of Chinese curriculum, therefore, teachers can have a clear idea of what needs to be adjusted in Chinese curriculum for students studying in regular class, and work out suitable Chinese curriculum content as well as teaching methods for them; (2) Adjustment and implementation on Chinese curriculum can promote students’ scholastic level of Chinese, for there exists a big gap in terms of Chinese Pinyin, literacy, writing and reading ability. (3) Adjustment and implementation on Chinese curriculum can stimulate students to involve in class activities initiatively; (4) Adjustment and implementation on Chinese curriculum also contribute to teachers’ instructional activities.