Action Research On Improving The Quality Of Preschool Integrated Class Educatio

In December 2021,The General Office of the State Council forwarded the 14 th Five-Year Action Plan for the Development and Improvement of Special Education issued by the Ministry of Education and other departments,pointing out that the current quality development of special education in China still exists problems such as imbalance and insufficiency,and requiring all regions in the country to accelerate the high-quality development of special education.In November 2022,the Ministry of Education issued the Guidelines for the Evaluation of the Quality of Running Special Education Schools,pointing out that we should strengthen the application of the evaluation results,comprehensively improve the quality of education for special students,and promote the all-round,healthy and appropriate development of children with special needs.Preschool integrated education is an important part of the education cause,is an important sign to measure the progress of social civilization,in this context to strengthen the education quality of preschool integrated class attention and exploration is crucial.This study mainly adopts the action research method,taking the third class of a kindergarten in Q City as the research object,and cooperating with the class teachers to carry out action research.Based on the current situation of the integrated education quality of the study class,based on the preschool integrated education quality assessment scale and the current situation of the integrated education quality of the study class,the researchers found that there are mainly the following problems in the study class: the lack of integration of the class environment;The problem behavior of children with ADHD needs to be improved;The teaching guidance ability of integrated class teachers needs to be improved.Based on the above problems,three rounds of integrated education quality improvement actions were designed and implemented: "Flexibility of environmental adjustment","Enhancing teachers’ awareness and ability of activity guidance",and "continuity and cohesion of interpersonal interaction".Through three rounds of action research,the integrated education quality of the research class was repeatedly explored and improved.According to the plan,action,observation and reflection of the three rounds of activities,strategies and suggestions to improve the education quality of preschool integrated classes for children with special needs were explored,and the effect of action implementation was verified by scale evaluation.The research shows that after three rounds of action research,the education quality of integrated classes has been significantly improved in the aspects ofsupporting communication,providing feedback,home cooperation,conflict resolution,teacher-child interaction and so on.The implementation of the action helps to improve the current situation of the education quality of integrated preschool classes and promote the further improvement of the education quality of integrated preschool classes.Based on the results of the research,this study puts forward the following suggestions: first,class teachers should pay attention to the improvement of their own integrated education ability;Second,change the environment of class integration to improve the growth of special children;Third,explore the diversity of cooperation methods to enhance the effectiveness of home interaction;Fourth,the overall grasp and integration of all aspects of class development,quality program implementation is operable;Fifth,strengthen the ability of individual analysis of integrated classes;Sixth,kindergartens provide professional support for the development of integrated classes.