Research On The Intervention Of Scaffolding Picture-book Instruction On The Language Comprehension Ability Of Students With Intellectual Disabilities

Mentally retarded students have low cognitive levels,impaired speech and language,poor language understanding ability,which seriously affects their social development.The picture book is apt for the understanding of students since it is direct and figurative with the combination of picture and text,which is good for the cultivation of students’ linguistic competence.However,traditional picture book ignores the development of the linguistic development of students.As an effective teaching strategy,scaffolding teaching has a high application value in children’s linguistic learning.Hence,the author of the paper tries to integrate the scaffolding teaching into the teaching of picture books to improve the dilemma faced by the teaching of picture books,so as to increase the efficiency of the teaching picture book and effectively improve the language comprehension ability of students in special education schools.The study adopts the action research method.It selects three students from the researcher’s school to form an intervention group to have a 3-month scaffolding teaching of picture books to intervene their language comprehension ability.Before the teaching,there would be a pre-test for their language comprehension ability with the Assessment Form of Language Comprehension Ability of Special Children.Create a situation with the teaching mode of scaffolding teaching of picture books as a building stand;observe the cover of the picture book to enter the situation;build up a stand and students could have an independent exploration;teacher guides them to have cooperative learning in a group;consolidate practice and make comment on the effect.The study is divided into two rounds.5 picture books are selected to have a teaching in each round.The first round is to integrate the scaffolding teaching into the teaching of picture books,so as to explore the method combined with scaffolding teaching and picture books;and it also finds out the teaching strategies of scaffolding teaching of picture books to effectively improve language comprehension ability of mentally retarded students.The second round aims at improving the shortages shown in the first round,so as to make the teaching more perfect and effective.Each round goes through “planning,action,observation and reflection” these four stages.The study result shows that:（1）The language comprehension ability of students has been greatly improved with the scaffolding teaching of picture books;（2）The teaching efficiency of picture book teaching classroom has been effectively improved under the teaching mode of scaffolding teaching;（3）The scaffolding teaching of picture books could be adopted with question framework,situation framework,experience framework,tool framework,multimedia framework,game framework,demonstration framework and so on.The three strategies,including students and teachers building up frameworks together,assigning meaningful missions for students,providing individualized support for students,are adopted to improve the teaching efficiency in the classroom.The study puts forward the following suggestions.Firstly,the scaffolding teaching of picture books is adopted in special education schools to cultivate the reading interest of students and improve their language comprehension ability;secondly,the formulation of teaching objectives and the contents of the scaffolding teaching of picture books should be based on the recent development zone of students.