Research On Physical Education Teaching In Six Mentally Retarded Schools In Northern Anhui Province

In recent years,the state has attached more importance to special education,and special physical education as an important part of special education has also entered a new era of vigorous promotion.The northern part of Anhui Province is one of the most backward areas for the development of special physical education in China.Especially the lagging effect of the development of physical education in schools seriously affects the quality of special education.Although students with intellectual disabilities have a slow development in sports skills and are more different from ordinary students in sports,they need to fully integrate the characteristics of students to design the teaching system.Therefore,it is of great significance to strengthen the research on physical education in mentally handicapped schools,improve the quality of teachers’ physical education,and promote the development of special physical education.This study uses literature methods,questionnaires,test methods and other research methods to study the physical education of six mentally handicapped schools in the northern part of Anhui Province,borrowing the teaching element system theory proposed by Li Bingde from teachers,students,courses,methods and purposes.The seven dimensions of environment,feedback and systematic analysis of physical education activities in mentally retarded school,find the potential factors that restrict the development of physical education,and propose corresponding development strategies.The main research conclusions are as follows:1.The mental retardation of students in anhui mentally handicapped schools mainly includes general mental retardation,autism,multiple disorders and learning disabilities;The number of mental retardation and lower grade mental retardation in male students is higher,and there are regional and stage differences in mentalretardation grades.2.The physical education teacher’s structural gradient,professional structure and professional title structure are unreasonable,and the teacher’s academic level is relatively high;the knowledge of teachers’ sports health and rehabilitation,Special Olympics,fusion sports,sports games,functional training needs to be strengthened;teachers’ Observing and guiding,the ability to understand and use teaching materials is strong,and the ability of teaching scientific research is insufficient.3.The mental health school sports and health curriculum lacks comprehensive control.The curriculum concept is in line with the national educational goals for students with intellectual disabilities.The overall situation of curriculum design is good.The content of practical courses can reflect the difference between age and school.The theoretical course is The theoretical content of the Special Olympics Paralympics knowledge,action meaning,daily life risk avoidance knowledge,and sports politeness are not well designed.4.Physical education teachers in mentally retarded schools attach great importance to the guidance-oriented teaching methods,but pay less attention to perceptual teaching.The teaching sub-groups mainly use ability grouping,and there are fewer forms of help,cooperation and friendship grouping.There are three types of courses: rhythm,life adaptation,and rehabilitation training.5.Physical education teachers in mentally retarded schools can determine the different levels of goals according to the different development levels of students.Teachers pay more attention to short-term development goals,and pay insufficient attention to medium-and long-term development goals;not enough attention to mental health education.5.The basic sports facilities,teacher-student ratio,and per capita class capacity of mentally retarded schools fully meet the requirements of national standards.However,the special Olympic sports fitness and sports rehabilitation facilities that are specially suitable for students with intellectual disabilities are inadequately equipped,and the construction of sports atmosphere is lagging behind.7.The evaluation standard of physical education teaching in mentally retarded schools is mainly designed by teachers.The evaluation method is not conducive to the cultivation of sports interest and the development of sports and fitness habits.The management of physical education teaching plan,the management of physical education process and the management of learning process are better,especially sports.The professional quality of teaching management personnel,the methods and means of physical education management,and the daily,phase and final examination of school physical education need to be strengthened.