A Field Study On The Reading Reaction Of Children With Mental Retardation In Picture Books

In recent years,"picture book",as a teaching concept,has gradually extended from the field of infant education to the field of special education,which has played a positive role in the education and development of children with training skills.This research is based on the existing research results of foster ‘reading teaching' method for mentally handicapped children and children's picture book reading response.Through field research to explore reading reaction of children with intellectual disabilities towards picture books,identify problems in picture book reading teaching,and explore influencing factors that affects picture book teaching with an intent to provides effective suggestions for picture book teaching.The study borrowed Jalongo's classification of reading reactions in the study of children's picture book reading reactions,and divided reading reactions into five dimensions: language response,action response,micro-expression response,emotional response and aesthetic expression response.On this basis,identify the case school for research,go deep into the field,and observe the five reading reaction perspectives of the mentally disabled children in the picture book reading process,the interview of the picture book teacher,and the text analysis of the picture book,lesson plans,teaching reflection and other materials,Summarize the specific performance and characteristics of mentally retarded children's picture book reading reaction.The study found that children with intellectual disabilities can have a positive reading reaction to picture books.Among the five types of reactions of language,movement,micro-expression,emotion and aesthetic expression,language reaction is the most common and abundant explicit response.The language reaction of mentally retarded children mainly includes verbal sharing of the discovery of picture books and combining their own lives Experience interprets or judges the content of picture books,predicts the plot development of picture books,and expresses verbs in picture books;motor response is an explicit response that is second only to language response in frequency.In the motor response of mentally retarded children,It mainly imitates innovation and intention to perform two types of reactions;micro-expression reaction is a psychological reaction that is difficult for mentally retarded children to perceive and distinguish.The physiological expressions of facial expression,physical expression and intonation expression can directly reflect the mental retardation children's Psychological activity in the process of picture book reading;Emotional emotional response is the manifestation of the implicit emotional experience in reading for children with intellectual disabilities,which mainly includes three aspects of emotional perception,emotional transfer and emotional expression;aesthetic emotional performance of children with intellectual disabilities Mainly through the rhetorical beauty and creativity of the language The United States were moving emotional performance.Comprehensive performance of mentally retarded children's picture book reading response in five dimensions,summarizing the characteristics of mentally retarded children's picture book reading reaction: "toddler" response trend,"picture" focus,"passive" reading discovery,"Spoken and intuitive" expressions,"self-centered" understanding characteristics,and "unique" response differences.In the context of grasping the specific performance and characteristics of the picture book reading reaction of children with intellectual disabilities,combined with teacher interviews and text analysis,this paper has found multiple problems,namely: single form of picture book for selection in the picture book reading activity for mentally handicapped children,relatively utilitarian themes,insufficient creation of the picture book reading environment and unqualified picture book teaching competences.Through in-depth analysis,we find that influencing factors of children reading reaction towards picture-book education can be divided into internal and external aspects.The reading characteristics and individual differences of mentally retarded children are internal factors that affect picture book reading.The quality,theme and form of the picture book,and the creation of the environment,atmosphere and the teaching quality are the external factors that affect picture book reading.Based on this,the research puts forward teaching suggestions such as understanding children's education,optimizing the selection of picture books,creating a support environment,and improving teachers' picture book reading literacy.