A Study On Teacher-student Interaction In The Life Adaptation Classroom Of Low-grade Students In Special Education School

Classroom teacher-student interaction,which relies on the two-way interaction between teachers and students,is the core of classroom teaching effectiveness.As an important component of special education,more and more children with moderate to severe mental retardation are entering schools for education.As a general course in schools for mental retardation,life adaptation courses provide good interaction between teachers and students in the life adaptation classroom,which can help improve teaching quality and students’ ability to take care of themselves in life.The purpose of this study is to understand the current situation of teacher-student interaction in the life adaptation classroom and propose suggestions to improve the teacher-student interaction in the life adaptation classroom of mentally retarded schools.This study comprehensively uses observation,case analysis,interview,and measurement methods to conduct classroom observation and video recording of 15 life adaptation classes in three grades of special education schools in T District,C City.Based on the quantitative analysis of sample scores according to CLASS,it explores the overall situation of teacher-student interaction and the differences in teacher-student interaction between different grades.On this basis,it conducts case analysis of typical segments of teaching activities,Summarize the characteristics of teacher-student interaction,analyze the reasons based on teacher interviews,and finally propose corresponding improvement suggestions.The findings of the study are as follows:(1)The overall level of teacher-student interaction in the life adaptation classroom of mentally retarded schools is at a medium to low level.(2)There are overall differences in teacher-student interaction in the life adaptation classroom of different grades in the lower stages of mentally retarded schools.(3)The life adaptation classroom interaction between teachers and students in the low stage of the intellectual education school presents diverse characteristics: in the field of emotional support,the teacher-student interaction generally presents a good positive atmosphere;Teachers have weak sensitivity and are less likely to provide appropriate individualized support based on the level of students;Teachers’ dominance is strong,and students’ autonomy is difficult to play.In the field of classroom organization,students’ bad behavior frequently occurs,and teachers’ ability to manage behavior is insufficient;The effectiveness of adapting to the classroom in the low school life of mentally retarded schools is not high;The organization of teaching activities is inadequate and the form is single.In the field of teaching support,students’ cognitive development is low,and teachers pay insufficient attention to students’ thinking and innovative development;Teachers provide "scaffolding" and insufficient thinking direction,and the quality of teacher-student interaction feedback is low;The language development of students is slow,and the interactive language between teachers and students is relatively closed and simple.(4)The reasons for insufficient teacher-student interaction include insufficient professional knowledge,insufficient professional abilities,insufficient understanding of the profession,low emphasis on curriculum,limited physical and mental development of students in mentally retarded schools,lack of family education,and inadequate environmental conditions for the implementation of school curricula.Based on the research results,suggestions are proposed: in the field of emotional support,teachers should enhance their sense of professional identity and pay attention to the student body;Parents should pay attention to their children’s educational needs and encourage them to actively express themselves.In the field of classroom organization,teachers should pay attention to student behavior and promote effective teaching;Teachers should enrich the forms and materials of activities to stimulate students’ interest in learning;Schools should improve their educational conditions and enrich classroom teaching resources.In the field of teaching support,teachers should enhance their awareness of self-improvement and promote students’ cognitive and language development;Schools should strengthen interactive training and attach importance to the professional development of teachers.