Research On Curriculum Construction Of Secondary Vocational Education For Students With Intellectual Disabilities

Since the reform and opening up more than 40 years ago,with the rapid development of social economy and the continuous advancement of education reform,special education schools have carried out secondary vocational education for mentally disabled students,which has received more and more attention and support from the party and the government.As an important link in the implementation of secondary vocational education for mentally retarded students in special education schools,curriculum construction is related to whether mentally retarded students can master basic knowledge and professional skills,and affects the quality,employment rate and employment stability of secondary vocational education for mentally retarded students.However,there are no clear regulations on the secondary vocational courses for mentally retarded students in China.How to effectively construct the curriculum for students with mental retardation is a problem that education departments and special education schools are always exploring.The researchers attempted to take school G as a case school to study and explore the construction of secondary vocational education curriculum for mentally retarded students,in order to provide inspiration and reference for the construction of secondary vocational education curriculum for mentally retarded students in other special education schools.The researchers conducted semi-structured interviews with the school administrators,teachers,students and parents of the case,and collected,sorted out and analyzed the information with the help of non-participatory observation and object analysis.This paper studies and analyzes the curriculum construction of hotel service major in G school from four aspects:the curriculum objectives,setting,implementation and evaluation.The curriculum construction of G school has achieved the following four results:promoting the employment of students with intellectual disabilities,promoting the professional growth of teachers,developing some school-based textbooks suitable for the secondary vocational education of students with intellectual disabilities,and implementing the practical training mode of "integration of truth and practice".However,through in-depth investigation and summary of G school,the researchers found that there were four problems:the lack f differences and humanistic qualities in the course goal setting;The curriculum is not scientific,and professional ethics and law courses are neglected.Curriculum implementation ignores teachers' shortcomings and the characteristics of mentally retarded students;The multi-participation and multidimensional evaluation of course evaluation are not enough.On this basis,the author puts forward the improvement strategy of the case school curriculum construction from four aspects.Set up dynamic,scientific and reasonable courses to improve the quality of courses;Enhance the effectiveness of curriculum implementation and train comprehensive vocational teachers;Establish a multi-personality curriculum evaluation mechanism to promote the development of curriculum construction.