An Action Research Of Developing A School-based Curriculum:Living Language Course In Special Schools For Mental Retardation

In recent years, with the fast development of special education, special education curriculum reform has become a top priority. Due to the structure of the mentally retarded students changes dramatically and the concept of curriculum updates,curriculum reform in special schools for mental retardation becomes more prominent.Living course become a direction of curriculum reform in special schools for mental retardation. So school-based curriculum in special schools for mental retardation should be carried out under the concept of "from life, to serve life".Living language course is a basic course in special schools for mental retardation.Taking living language courses as a starting point for action research, comprehensive use of interviews, observation, physical analysis, etc., to investigate and study the current situation of school-based curriculum of living language in a special school in Lanzhou City, Gansu Province. On the basis of that,I plan to develop a thematic topic of living language course. I entered the field research, collaboration with school teachers,with the topic of "Our schools" to develop a school-based curriculum.To do this research from the following several aspects: analysis of the current situation of the school-based curriculum of living language,analyzes internal and external school environment, student assessment, curriculum objectives, arrangement of teaching materials, curriculum implementation and curriculum implementation effects, etc.,and have achieved some success.what's more,it provides a reference for the future development of school-based curriculum in special schools for mental retardation.According to the whole process of action research, the authors come to the following understanding: First, the development of school-based curriculum in special mental retardation is very necessary and meaningful. It surly do student-centered, to meet the needs of students. Second, relevant courses supportive resources is crucial to the development of school-based curriculum. Third, school-based curriculum development should have adequate time protection. Fourth, teachers' expertise andtheir quality will affect the quality of school-based curriculum development. Fifth,The accuracy of student assessments affect the quality of school-based curriculum development. Sixth, school-based curriculum development in special schools for mental retardation should be combined with IEP. Seventh, school-based curriculum development is a continuous and dynamic course, is a process of continuous improvement.