1. Please briefly describe what is job analysis method? What is the use and purpose of job analysis? Give another example to illustrate how to use job analysis in teaching.
Answer points:
*Job Analysis: A learning strategy that breaks complex skills and concepts into small steps. A specific target action is subdivided into several independent decomposed actions or factors according to the logical sequence of occurrence, so that students can connect them into the target action after completing each decomposed action (element). (You can also express similar meanings in your own words)
*Purpose of job analysis method: teaching students a certain skill, a certain target behavior, a certain concept/knowledge, etc.;
* The purpose of the job analysis method is to create opportunities for students to experience success, discover teaching difficulties, and observe students' ability levels.
*Example: Take a certain skill or knowledge point as an example to explain the steps.
2. What three forms does the chain method include? On what factors does the choice between the three forms depend? Give a teaching example to illustrate the application of the "reverse chain method".
Answer points:
*Three forms of chaining: forward chaining, reverse chaining, and entire task presentation;
*Chaining method Determining factors of selection: first, the complexity of the target behavior; second, the learning ability of the case;
*Use of forward chain: teach the first step of the series first, then the second step, and Connect the second step with the first step, and so on, and then teach the subsequent steps to guide the mastery of the entire chain. (Such as making the bed: flatten the quilt - fold the long side of the quilt in half - fold the other side of the quilt in half - fold it again - place the folded quilt at the head of the bed - straighten the sheets)
*Application of reverse chain lock: Teach the last step first, then the penultimate step, and train the penultimate step with the penultimate first step, and so on, gradually passing it backwards to the beginning of the task chain. (For example, wearing a pullover: arrange the clothes - put both hands into the sleeves - put the collar on the head - pick up the clothes - distinguish the front and back of the clothes)
*Entire task Presentation: Each case study must complete the entire task.
3. What is "integration of education and health"? In what ways can you achieve "integration of education and health" in actual teaching work?
Answer points:
*Integration of education and rehabilitation: refers to a comprehensive special education intervention method that combines educational technology with rehabilitation technology. In a broad sense, special education is essentially "education rehabilitation", which is a category of rehabilitation. In a narrow sense, it mainly refers to "education" and "medical rehabilitation"
* "Integration of education and rehabilitation" path: in Integrate rehabilitation goals into daily teaching activities to give full play to the rehabilitation function of education itself, such as integrating oral muscle training, articulation training, oral expression and other rehabilitation goals into daily life language; carry out specialized rehabilitation training through one-on-one training to support students to better Participate in education; adopt a "school rehabilitation agency" collaborative service case model to achieve the integration of education and rehabilitation.
4. What are the categories of assessment in special education? Give an example of what each type of assessment refers to? What do you think is the most common assessment method as a special education teacher?
Answer points:
*Assessment categories: standardized assessment, non-standardized assessment, informal assessment (observation)
*Standardized assessment: use Assessments using normative scales, such as Wechsler Intelligence Assessment, PEP-3, VB-MAPP and other scales.
*Non-standardized assessment: assessment using scales without norm, such as Peizhi National Curriculum Standard Assessment, Shuangxi Curriculum Assessment, and various checklist assessments.
*Informal assessment: Mainly through observation to understand students’ performance and abilities in various aspects such as movement, sensory perception, cognition, self-care, emotional behavior, and language communication. It is the most commonly used evaluation method by special education teachers.
5. Briefly describe what is individualized education? What are the teaching forms of individualized education? What is an Individualized Education Plan (IEP)? What does an IEP contain? Who are the people who develop and implement the IEP?
Answer points:
*Individualized education: Individualized education is rooted in respect for students’ individuality, changing teaching materials and teacher-centered education into student-centered education. Education that is centered and truly cares about each student's potential development and personality development.
*Teaching forms of individualized education: group teaching, group teaching, one-on-one individual teaching
*Individualized education plan: refers to each person who receives special education Educational programs tailored to the individual development needs of students with disabilities.
*Contents of IEP: the case’s development level (pre-requisite abilities), educational and environmental support resources; the case’s long- and short-term goals; required services and support (such as assistive devices, concepts, materials, etc.); The time limit and date for implementing educational services; the one-year evaluation goals, evaluation methods and evaluation schedule, etc.
*Personnel responsible for formulating and implementing IEP: head teachers, teachers, parents (regular supervisors), students themselves, and administrative staff.
What are the core elements that a student’s IEP should focus on? How do you understand the relationship between national curriculum standards and students' career development? How to understand the relationship between IEP goals and teaching materials?
Answer points:
*The core elements that IEP focuses on: core competencies that serve students’ career development (whole-person development)
*National standards and student career development Relationship: The national curriculum standards are programmatic standards that students need to meet through learning during the compulsory education stage. They are the basic requirements for improving students’ core competencies in all aspects such as cognitive ability, life ability, and motor function. The national curriculum standards are based on promoting student development. The product of growth, its prescribed learning content revolves around promoting student development and laying the foundation for students' whole-career development. To truly serve the career development of students, school-based treatment must be carried out when necessary.
*The relationship between IEP goals and teaching materials: IEP is the program, and teaching materials are the carrier and service for IEP. The choice of teaching materials mainly depends on whether the IEP goals can be achieved.
7. What are the long-term goals and short-term goals of the Individualized Education Plan? Use an example to illustrate the key points of describing long-term goals and short-term goals. Where do IEP goals come from?
Answer points:
*Long-term goals: refer to goals that take a relatively long time to complete, such as one year/half a year, and their descriptions are general, such as improving writing skills ; Improve life skills.
*Short-term goals: usually refer to specific goals corresponding to long-term goals. The time to achieve them is relatively short, such as one month/shorter time. When writing, they need to be specific, evaluable, and achievable. The time limit and degree of concreteness depend on the ability of the individual case. For example, short-term goals for improving writing ability may include: being able to connect three points into a line; being able to draw a Chinese character with one stroke; being able to independently write a Chinese character within three strokes. ; Corresponding to the short-term goal of improving life skills: being able to put on a jumper with assistance, being able to pass a jumper independently, being able to squeeze out toothpaste, and cooperating with adults when brushing their own teeth, etc.
8. What is differentiated instruction? When doing instructional design, why should we do academic situation analysis first and then content analysis?
Answer points:
*Differentiated teaching: Targeting different individuals and groups in teaching, giving them different learning resources and using different learning methods to achieve the same or different learning purposes. Differentiated teaching in special education is an important way to implement individualized education.
*The reason for learning first and then content: The student-centered core concept of individualized education requires that all activities are carried out around students. Teaching content is only a carrier to promote student development. The academic situation should be analyzed before selecting the content, and the teaching content should be selected based on the academic situation.
9. What elements should be included in a complete and standardized information teaching design for Peizhi School? Please select important elements to explain what they contain.
Key points for answering the question:
*Elements: topic, academic situation analysis, teaching content analysis, teaching objectives, teaching key points and difficulties, teaching class arrangement, teaching resource preparation, teaching methods, teaching process , information technology support strategies, teaching time allocation, blackboard design, teaching reflection (after class).
*Contents that should be included:
(1) Academic analysis: basic abilities, preparatory abilities for learning this topic, and information technology literacy
( 2) Analysis of teaching content: subject content, functions, and status in learning
(3) Teaching goals: 3-dimensional goals, rehabilitation goals
(4) Preparation of teaching resources: teaching aids , learning tools, electronic resources, courseware, etc.
(5) Teaching methods: situational teaching method, game teaching method, small step teaching method, lecture method, practice method, etc.
(6 ) Teaching process: introduction, new teaching, practice, classroom summary, expansion activities, etc., key elements such as teaching time, blackboard writing, layered activities/differentiated teaching activity presentation, teacher-student activities, information support strategies, etc. should be integrated into each link .
10. What content should be included in the academic situation analysis in collective teaching? Please give an example of a topic in your actual teaching work.
Answer points:
*Content of academic analysis:
Basic abilities: basic situation in cognition, thinking, movement, etc.
Learning characteristics: learning channels, preferred learning methods, preferred teaching methods (such as scenarios, games, practical exercises), etc.
Prerequisite skills related to the theme: such as listening, speaking, reading, etc. of daily life Chinese Writing ability
Group/stratified arrangement based on various aspects of individual situations
*Elaborate in detail based on your own teaching topics, talking about the above points.
What routines do you think a classroom teacher should follow to ensure the normal operation of the school's teaching order?
Answer points:
*Complete student assessments and individualized education plans;
*Implement school-related teaching routines: prepare lessons carefully (prepare students, prepare teaching materials , prepare activities, prepare courseware), carefully organize teaching activities, reflect in time after class, and complete teaching post-test;
*Strictly abide by the school's 5-minute waiting system;
*Actively participate Teaching and research activities, etc.
(Teachers can elaborate based on their own understanding, the above content is for reference only)
12. As a subject teacher in the class, how will you cooperate with the head teacher and other subject teachers? *** Do a good job in educating students in the class?
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*Collaborate with other subject teachers in thematic teaching to complete the goals of this subject in the same subject, and *** work together to promote student development;
*Implement the class teacher’s instructions on student routines, Unified requirements in terms of order and behavior can achieve multiple repetition effects and achieve teamwork and education;
* Provide timely guidance and education when students have behavioral problems, and provide timely feedback to the class teacher;
*Communicate with the class teacher in a timely manner if a student is injured or other special circumstances.
etc.
(The above are the basic points, teachers can supplement them according to the actual work situation)
13. Implement individualized education in collective teaching What are the paths? Explain your application of these paths with a knowledge point or skill in actual teaching.
Answer points:
*Implementation path of individualized education: tiered teaching, differentiated teaching, after-school remediation, etc.
*Teaching case: tiered Personalized target matching of goals/differentiated teaching - targeted layered activities/individual activities/group activities - targeted support strategies
(The cases stated should reflect the above core Key points, such as elaborating on the teaching point of "reading flowers", how to design hierarchical goals, hierarchical activities, and personalized support strategies)
14. What is door-to-door teaching? What can 20 home visits a year bring to children with severe disabilities and their families?
Answer points:
*Home-based education: an educational placement model for special children, which refers to the implementation of education at home for children who cannot attend school due to illness or severe disabilities. An educational form of educational and teaching activities.
*Take with you: national policies, the care of schools and teachers, and sincere companionship of teachers; correct parenting skills; opportunities to learn knowledge and get rehabilitation; family support, such as environmental adjustment suggestions, upbringing Common sense, etc.; material resources: learning resources, living resources, other social resources, etc.
15. Why do some people say that the ultimate goal of sending education is "not to send it"? What is the significance or effect of a child with severe developmental delay attending school on his development? How do you turn a severely ill child into a "teaching resource" rather than a "liability"?
Answer points:
*Why "not send" is the goal: home-based education is a temporary solution to the enrollment rate of disabled children when the country's special education resources are insufficient. Strategy, the current quality and frequency of home-based education cannot actually meet the real needs of children's development. There are two possibilities for "not sending students". One is to use education to lead those children who originally have the conditions (own conditions and family support conditions) to go back to school to enjoy the real right to education; the other is to achieve the goal of education through education. The goal of "helping others help themselves" allows parents to independently provide education, rehabilitation, maintenance and other goals for their children.
*The significance of attending school: enriching and improving the stimulating environment, allowing patients to have the opportunity to come into contact with environments, people, activities, etc. besides the family, and immerse themselves in rich stimulation to avoid degradation; gain more Educational resources and opportunities; develop a good work and rest routine and rebuild chaotic life order; improve family parenting skills and attitudes; if possible, acquire some skills within your capabilities.
* Ways to become a resource: accept the existence of the student; use it as a resource for mutual help to cultivate the qualities and abilities of other students in the class to love and help each other; choose appropriate teaching content and take the needs of the student as the starting point Design teaching activities; serve as a resource for home-school cooperation, encourage parents of other students in the class, and rebuild parent hope.
16. When a student with severe developmental delay first came to school, he was completely indifferent to everything around him. He did not even respond to his own name being called. He just sat blankly in his chair during class. on the seat. After 2 years of education, this student sometimes screams in class, sometimes hums to himself, sometimes gets very excited, and will get off his seat and run towards curious things when he comes to class in a new environment... What do you think of this student's behavior before and after? change? In what ways can you help him?
Answer points:
* Regarding changes: It seems that his behavioral problems have increased, which has also brought greater challenges to class management, but from the perspective of child development It seems that a student's transition from being immobile to being active is actually a kind of development. From being inactive to being responsive, it shows that his learning ability has been awakened little by little in the past few years in school. This should be something to be happy about. .
*Help plan:
Create opportunities and platforms for students to explore new environments, and encourage students to explore and learn;
Pay more attention to students and design designs that match their abilities activities to provide opportunities and possibilities for participation;
When necessary, carry out one-to-one teaching to stimulate potential and compensate for pre-existing skills;
One day Integrate their development goals into the activities, practice, strengthen, etc. at any time to consolidate what they have learned;
Cooperate with home and school, communicate with parents, and extend school routines, life skills, etc. into their daily lives. Parents conduct home training.
(It can also be expanded based on the teacher’s understanding, and points can be scored if it is reasonable)
17. Do you think Peizhi students have the ability to take the initiative to learn and explore? How do you think we can cultivate students’ active learning and exploration abilities?
Answer points:
*About the ability to take the initiative to learn and explore: From the perspective of human nature, Peizhi students also have the ability to take the initiative to learn and explore. They will also be curious about new environments, but when they encounter tasks that require thinking, their motivation to actively learn and explore will be greatly reduced, making people mistakenly think that they do not have these abilities.
*How to cultivate:
First of all, we must believe that students have these abilities, and consciously create opportunities for exploratory learning in teaching;
Secondly, , at the specific operational level, after raising a question or giving a task, leave enough time for students to think and react and wait;
Then, if the student is unable to answer or complete the task, break down the question and guide the student Think step by step to discover the answer, using the worksheet for visual prompts and a complete statement of the answer. For task-based activities, a "hand-in-hand" strategy can be used to guide students to start the activity, and only provide the minimum and most necessary support.
Finally, pay attention to the suitability of the task and the appropriate difficulty (the theory of the zone of proximal development, which allows students to pick peaches with just one jump); the questions should be specific and answerable.