The Application Of Schema Theory In The Teaching Of Chinese Sentences In Lower Grades Of Special Education Schools

Sentence teaching is the key point and difficulty of Chinese teaching in special education schools.Understanding the content,methods and current predicaments of sentence teaching in special education schools will help to develop more scientific and effective sentence teaching methods in special education schools.This research used literature method,quantitative analysis method,questionnaire method,interview method and experimental method to study the sentence teaching of students in the lower grades of special education schools.This paper analyzed the content of sentence teaching in the lower grade textbook of the People’s Education Edition "Chinese in life",investigated the key points and difficulties faced by teachers in practical teaching,and used schema theory to solve the sentence structure teaching problems.Through sorting and analysis,it is found that the sentence teaching content in the lower grade textbook of "Chinese in life" adapts to students’ cognitive characteristics and language development rules,and can reflect the social adaptation needs of students with intellectual disabilities.But at the same time,there are also some deficiencies in the content arrangement of the textbook,such as the uneven distribution of teaching content,too much oral sentence content and the lack of gradient in challenging learning tasks.In the investigation of the status quo of sentence teaching for teachers of special education schools,it is found that the degree of obstacles of students and the design of teaching materials will have an impact on the content of sentence teaching selected by teachers.Although teachers all agree on the importance of sentence structure teaching,they cannot get ideal teaching results,limited by teaching methods and teaching conditions.In order to explore sentence teaching methods suitable for special education schools,this study tried a teaching method in the teaching of sentence structure based on the sentence schema theory.By analyzing the results of the students’ before-after-teaching tests,it is verified that the sentence schema theory can effectively help students with moderate mental retardation to establish sentence structure schemas and help them learn sentences.In the future,more students of special education schools can be involved in the attempt on sentence teaching using the schema theory to see if this method works for all,and teachers can try to use schema theory to guide teaching in more fields of Chinese teaching in special education schools.