Special education school "medical teaching" teaching mode of practice and exploration
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The purpose of special education is to maximize the satisfaction of the educational needs of children with various types of disabilities, to tap the potential of children, so that they can increase their knowledge, acquire skills, improve their personality, enhance the ability to adapt to society, and become a useful person. Therefore, in the teaching curriculum, teaching forms, teaching resources and other aspects of the attempt to carry out reforms, the organic combination of medical rehabilitation and education development, disabled children with defects compensation education, improve their personality, so that they learn cultural knowledge at the same time both physical and mental can be healed and rehabilitated.
First, the significance of the implementation of the "combination of medical education" teaching mode
The object of special education often need to accept a longer period of rehabilitation. Parents from the discovery of the child's abnormalities to accept the reality, in this repeated and long process, the first thing that comes to mind is to seek medical help. For children with special needs, the first thing to be addressed is medical identification and treatment. Therefore, most of the time the rehabilitation treatment takes place in hospitals, where doctors will utilize their medical knowledge to treat the children and provide guidance to parents. It is difficult for schools to provide rehabilitation treatment for children with special needs. After all, teachers are not doctors, and they cannot provide professional solutions to the physical problems of children with special needs as doctors do. The Individuals with Disabilities Education Act (IDEA) of the United States suggests that the school-based rehabilitation model should be vigorously developed and made an important part of the educational process. For children with special needs, they not only hope to receive good medical treatment and professional guidance in rehabilitation training, but also hope to learn something in school education. Therefore, we should actively explore the teaching mode of "combining medicine and education" to serve the rehabilitation and learning of children with special needs.
Realistic difficulties encountered in the implementation of the "combination of medicine and education" teaching mode
Some schools in economically developed areas have tried to improve students' social life adaptability by adapting teaching materials, innovating the rehabilitation mode, reforming the teaching method, and enhancing the practicality of functional subjects, and have achieved good results in this regard. The school has already tried to improve students' ability to adapt to social life by adapting teaching materials, reforming teaching methods, and enhancing the practicality of functional subjects, and has achieved certain results. However, in the relatively backward border areas, the implementation of the "combination of medical education" teaching mode still faces many difficulties.
1. Teachers are confused about the direction of their own professional development
In the special education schools in the border areas, many teachers have graduated from general teacher training colleges and universities, and although they have basic knowledge of psychology and pedagogy, there is still a big gap between them and teachers who have graduated from special education programs. To make up for this gap, teachers need to devote a large portion of their energy to learning. At present, the education concept of "integrating medical education" requires teachers to have a certain degree of knowledge about medical rehabilitation, and the teaching methods adopted in the classroom must be medically proven to be suitable for children with special needs. These are new problems for both general and special education graduates in their own professional development. Many teachers are confused about the direction of their own professional development.
2. How to make good use of teaching facilities and equipment
Because of the special nature of special education, the construction of schools is naturally different from that of ordinary schools. In addition to ordinary classrooms, special education schools also have specialized classrooms, such as music (rhythm) room, calligraphy and painting room, instrument room, home economics room, sports and health training room, etc., and also equipped with facilities, equipment, models and rehabilitation equipment to ensure that special education, teaching and student rehabilitation needs. Nowadays, with the rapid development of science and technology, teaching facilities and equipments are updated at a fast pace, and how to make good use of these facilities and equipments is an important research topic in front of teachers. Although the introduction of new equipment, there are usually manufacturers of technical guidance to teachers for training, but the training time is tight, the task is heavy, teachers often can not fully digest and understand, in the teaching of these devices can not be fully utilized, so it is difficult to achieve the desired teaching results.
3. How to realize the "combination of medicine and education"
The traditional classroom teaching is to promote the development of the students as the ultimate goal, the teacher around this goal to design the teaching links, according to the degree of knowledge mastered by the students to determine the focus of the teaching and the difficult points. The "combination of medicine and teaching" requires teachers to set different rehabilitation goals for students according to their individual differences in the teaching process, and to grasp the ways of "medicine" and "teaching" well, so as to make the two aspects of "medicine" and "teaching" work together organically to help children with special needs achieve better results. Organic combination of these two aspects to help children with special needs to achieve better learning results.
4. How to integrate school education and family rehabilitation
Schools have professional teachers and professional equipment to ensure that students can carry out scientific rehabilitation training, but students' time in school is limited, which restricts the maximization of school resources. Family education is crucial for children with special needs, even more so than school education, because children spend the longest time at home, so parents' awareness must be raised to form a synergy with school education, thus helping students to better recover and learn. Then, how to make full use of resources to make school education and family rehabilitation multi-bit integration, this is also an important issue we need to explore.
Three, the "medical education" mode of practice and exploration
Special education schools are schools, but also rehabilitation institutions, to adhere to the "digging potential, growth of skills, perfect personality, adapt to society "The cultivation goal, in the face of difficulties to rise to the occasion, and actively carry out teaching reform.
1. Integration of the curriculum, rehabilitation education and subject teaching reasonable layout
Can learn from the practice of curriculum reform in other schools, try to adopt the "skills target - the theme of training - rehabilitation education The setting of curriculum objectives should focus on the functionality, ecology and life of the skills, and the orientation of the skills objectives should be used to carry out thematic life skills training, and to simulate real-life scenarios around the thematic skills training, and to carry out indoor or outdoor rehabilitation education and training according to the seasonal turnover. The curriculum can be divided into thematic skills courses and rehabilitation courses, of which the thematic skills courses are centered on the training of life adaptation skills and the rehabilitation courses are centered on the rehabilitation training of physical functions, with the mode of "Skills Targets - Thematic Training - Rehabilitation Education" to combine "Skills Targets - Thematic Training - Rehabilitation Education". The two programs are organically combined in the mode of "skill target - theme training - rehabilitation education".
According to the age and physical and mental characteristics of the students, the lower grades (first and second grades) are the early stage of rehabilitation, and the curriculum is mainly based on rehabilitation courses, supplemented by educational skills courses. In the middle grades (third and fourth grades), after the medical rehabilitation training in the lower grades, the educational skills courses are taken. The educational skills program and the rehabilitation education program may be split 50/50. In the upper grades, the educational skills course is the main focus, supplemented by the rehabilitation education course.
Every week, the teachers will conduct a group study to formulate the next week's skill objectives based on the actual situation of the students in each class, and sort out the "theme training implementation program". Each rehabilitation teacher should formulate a rehabilitation assistance program based on the theme of the skills target, using subject teaching as a carrier, incorporating rehabilitation means, assisting in the realization of rehabilitation goals, and achieving the organic integration of classroom teaching and rehabilitation training.
2. Individual training and collective teaching complement each other
Focusing on the combination of collective teaching and individual training, insisting on the goal of tapping the physiological capacity of students, the organic integration of the rehabilitation goals and disciplinary goals. Not only focusing on the acquisition of subject knowledge, but also focusing on the enhancement of students' basic social life skills, to achieve both the symptoms and the root cause of human development.
In addition to the rehabilitation auxiliary courses, individual rehabilitation experimental courses will be offered, students will be selected, and teachers will be equipped with rehabilitation goal counselors. Teaching content includes language rehabilitation as well as emotional and behavioral interventions, etc., and the daily learning time is not less than 2 class hours, each class time is about 30 minutes. Other group rehabilitation programs are scheduled for 2 hours per day, with each session lasting about 35 minutes.
3. Make full use of teaching resources and promote the integration of school education and family rehabilitation
The intervention of rehabilitation means should be in line with the scientific nature and benefit the individual development of students. The "combination of medical education" advocates the integration of modern medical tools and methods to improve the quality of life of students by improving their motor, perceptual, speech and language problems. Special education schools should make full use of educational resources, establish a network system that integrates school, family and society, and constantly broaden the channels of rehabilitation education to help children with special needs achieve their rehabilitation goals. They should also conduct regular parent training, set up home-school contact books, open class blogs and organize home visits by teachers. Teachers should help parents to establish confidence, change the concept, mobilize the enthusiasm of parents, so that parents involved in the child's rehabilitation training, participate in activities with the child, from which to understand some of the skills and methods of education and training.
In addition, teachers should help students build confidence in life and learning, cultivate students' healthy life interests, and change students' lonely character due to the limitations of IQ and ability. In the classroom, we can carry out colorful and interesting activities, teach students to play chess, puzzles and other games, and build a platform for special students to get along with other children.
The spring of special education has come, we should continue to explore the "medical education" mode of teaching. The understanding of "medical education", do not deify, do not ignore, do not look at the meaning of the word, to respect, to learn, to develop moderately. In short, "medical education" is not only a scientific model of education and teaching, for special education schools is a change in the mode of operation, we need to make efforts to practice and explore.
Special education schools "medical education" teaching mode of practice and exploration of the Part 2
With the development of China's economy and social progress, the cause of special education in China has also been rapid development, so that children and adolescents with disabilities to receive education rights have been further safeguarded. However, there is still a certain distance between its development and the actual needs of society, and there is still a need to improve the process of special education. This paper provides a brief analysis of special education junior high school mathematics teaching, and proposes strategies on how to improve the quality of special education mathematics teaching.
The reason why special education is "special", first of all, because the object of education is a special group of children different from normal, mostly hearing, vision, intellectual backwardness, speech, emotional and behavioral disorders. Secondly, the education method is special; in addition to using general teaching methods, more often than not, specially designed curricula, teaching materials, teaching methods, teaching organization and teaching equipment are used to educate them with the aim of achieving both general and special training goals. In the practice of special education work, the care, patience and psychological adjustment to the students also has a special role, will make these special children experience love, better integration into normal life, harvest more confidence and happiness.
1. The current situation and problems of special education
1.1 The current situation of special education.
The status quo of special education is still not optimistic, in the classroom of special education, the network application is less, the application of computers and other multimedia technology is limited, coupled with the limited acceptance of students, teachers sometimes can not make the best use of things, resulting in the students are difficult to absorb more knowledge. Create a situation, contextualized teaching is not enough, because special education for students in a special situation, so students in the math classroom learning ability is not the same, the existing special education math classroom teaching form is relatively single, the teacher lectures in a monotonous way, the effect of the students' personal ability is not obvious, the students of language learning habits are not enough to cultivate the students of language learning. The teacher's teaching method is monotonous, and the effect on the students' personal ability is not obvious.
1.2 Problems faced by special education math.
Special education teaching theory is not rich enough, compared to the mass education, special education due to the number of students for the small number of students, the complexity of the student's situation, more often than not to take into account the student's differentiation, for the student's different situations to take targeted forms of instruction, so the pedagogical theories for special education is far less than the degree of research for the teaching theory for the mass education is deep, the teaching methods and classroom design. Richness. It is difficult to realize one-to-one targeted teaching for students. Some students have different acceptance levels of the same form of teaching by teachers due to congenital defects, some students have a low level of understanding of the content of the teacher's lectures, and some have deep resistance to the teacher's lectures or to the course itself, which requires teachers to carry out targeted classroom teaching design according to the situation of students, targeting the acceptance ability of students, grasping the psychological condition of students, and carrying out classroom design according to the situation of students.
2. The key points to ensure the smooth running of the teaching
2.1 Caring is the basis of special education.
In the face of a special child who is different from normal children, teachers should give them more special care. A handful of candy, a hug can make them like you more, sorting clothes, shoes and hats, helping them walk down the stairs can make them trust you more, with like and trust, in order to make them learn to better cooperate with the teaching. Leave more after-school time for children, play with them, and communicate with them, in order to really enter their world. You will find that their eyes are clear, their smiles are bright, and they are full of interest in new things and new knowledge. Caring for them is the hope of survival, but also the ladder of success.
2.2 Patience is the key to special education.
Due to congenital or acquired reasons, special children are far less capable than normal children in terms of understanding, memorization, operation and cognition, which is the main reason that restricts the development of the children and the effectiveness of the teaching, so it requires teachers to have more patience. A syllable, a number, a stroke, an action all need hundreds of times of repeated explanation and demonstration. In teaching, it is also necessary to assist pictures, models, gestures and other shapes and colors in order to stimulate their interest, attract their attention and deepen their' memory. Sometimes it is also necessary to conduct individual counseling according to the different circumstances of each child. Behind the patience is boring and arduous, and it is precisely because of patience that these special children gain knowledge and experience joy.
2.3 Psychological adjustment is an aid to special education.
For special children and even parents, psychological adjustment is especially important. It is the supporting force for the sustainability and effectiveness of education. Due to their own special circumstances, in the face of discrimination, mockery, ridicule and so on, many children choose to escape and hide, even in the group, they will be because of self-esteem and fear, and take the way of crying, breaking things, silence and other ways to protect themselves and vent their emotions. So it is very important to help them adjust their psychology, take them into the nature; let them and able-bodied children to communicate, games; their learning achievements to parents; let them participate in some social activities, etc., these methods will gradually help them build confidence, out of the shadow of the mind. Only in this way will they be able to increase their motivation to learn.
3, to improve the effectiveness of math teaching methods
3.1 The use of intuitive teaching methods.
The special physiological factors of students determine the way they learn. For special education students, vision is their main way of learning, they mainly through the visual acceptance of information to knowledge learning. From the students of this reality, teachers can use some visual teaching methods in math teaching. For example, in the math teaching classroom for deaf students, teachers can use physical displays, picture displays or multimedia for math classroom teaching, so that students can observe and think about these intuitive images, and then the teacher can conduct language teaching. This intuitive teaching method can not only enhance the students' interest in learning, but also make it easier for deaf students to learn, which is conducive to enhancing the learning effect of students and improving the quality of teaching.
3.2 Use praise, encouragement and so on to stimulate the pleasurable emotions of special students.
Vygotsky's theory of the "zone of nearest development" is one of the most familiar concepts. The zone of recent development refers to an area that exists between the level of independent behavior and the level of helping behavior, and the child's development in the zone of development is the process of helping behavior into independent behavior. Math activities are built on the foundation of teacher-student*** co-construction, and verbal guidance to encourage students to participate in the activities can produce a positive classroom atmosphere. We often use praise, encouragement of students' behavior or speech of affirmative evaluation, it has a reinforcing effect, can increase their motivation, produce pleasant emotions, mobilize the initiative and enthusiasm of special children to learn mathematics. There are various forms of praise, collective, individual, verbal, written, such as nodding, smiling, complimenting, sticking red flowers, five-pointed stars, inserting small red flags, rewarding toys, etc. When a child answers correctly, if the teacher does not say anything, it will dampen his enthusiasm; and when the teacher praises him by nodding, smiling or complimenting, it will make the child produce a joyful and pleasant mood and participate in the activities more actively.
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3.3 Enhance the quality of teaching through diversified teaching methods.
For math teaching in special education, the choice of reasonable teaching methods is one of the important measures to realize the quality of teaching. The choice of scientific teaching methods can promote the efficiency of teachers' teaching, and also have a certain role in promoting the cultivation of students' thinking ability and imagination ability. For example, in the students of the "shape knowledge" content teaching, teachers can use multimedia technology, to show students triangle board, blackboard, basketball and other shapes of the object, let the students of these objects to classify, so that the shape of these objects to make effective perception, so as to achieve the mastery of the knowledge content.
4, conclusion
In short, special education should take full account of the characteristics of the deaf students, constantly update the teaching methods and methods, to stimulate students' interest in learning mathematics, so that the classroom is more active, so that students are more active. Let the sunshine into the hearts of deaf students, say goodbye to low self-esteem, to meet a brilliant life!
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