Research On The Teaching Of Children With Intellectual Disabilities Based On Virtual Situations

The research and practice based on the virtual situation is the innovative application of the new generation of information technology in the special education,which has become the "field of The Times" of the special education curriculum and teaching reform.Under the concept of holistic education,virtual situation realizes the interdisciplinary comprehensive education and rehabilitation of children with intellectual disabilities and promotes the expansion of information technology from service education and teaching to service and education.Virtual situation provides media support and content support for the development of children with intellectual disabilities.Through the new learning system constituted by subject participation,a learning field corresponding to the development of the information age is created for their learning and development.Virtual situation is a historic achievement in the development of technology.The application of this new means in the field of education,or the proper use of this technological achievement in the field of education,will certainly bring about epoch-making innovation in the face of education.However,it must be realized that the study of learning theory and practical exploration in virtual environment is just starting,and it is still not perfect,with few achievements.Especially in the field of special education,there are at least three major problems to be solved:first,what is the basis for the development of virtual situation courses for children with intellectual disabilities?What are the corresponding patterns?Still to be clarified and clarified;Second,what are the possible ways to design and implement the virtual situation teaching intervention for children with mental retardation?Yet to be explored and searched;Third,what should be the evidence-based and evaluation methods of the virtual situation teaching intervention for children with intellectual disabilities?How can it be proved appropriate and efective?It remains to be determined and confirmed.To solve above problems,this study according to theory research and practice explore the path of equal consideration,based on the literature review analysis to grasp the progress,technology development,the research of this field on the basis of typical cases,the design method of virtual situation course design,teaching design,design of experiment,and the practice of the design and development strategy and the case of evidence-based practice,in order to constantly improve;Finally,according to the personality characteristics of children with mental retardation,the intervention effect of virtual situation was evaluated by experiment.Under the guidance of the basic principles of curriculum and teaching,this study aims to achieve the research objectives through educational technology.The research contents mainly include the following three aspects:First,the virtual situation curriculum design for children with intellectual disabilities.In this chapter,the research and practice are mainly reflected in four key points of curriculum objectives,curriculum concepts,curriculum elements and curriculum organization.In terms of curriculum objectives,based on the physical and mental development of mentally retarded children,taking "the combination of medical education" as the strategy,giving consideration to education and rehabilitation,the virtual situational curriculum of integrated practice is developed.In the concept of curriculum design,the value orientation of virtual situation curriculum design forchildren with mental retardation is to take adaptive development,life adaptation,technological assistance and core accomplishment.On curriculum design elements,elements of virtual-reality course is established structure model,follow the learning analysis to target to formulate,content selection-creating situation-function evaluation of the five elements of organic combination and mutual coordination and cross correlation Longitudinal progressive,each element in the design to reflect on the function of other factors and feasibility.In terms of curriculum organization,the "one body,two wings" curriculum structure is constructed with the goal of "integration of education and health" and the content of "potential development" and "defect compensation".In the "potential development" category,the curriculum content is organized and designed from five fields:health,language,society,science and art.In the category of "defect compensation",the course content is organized and designed in four fields:movement,sensation and perception,communication and communication,emotion and behavior.Through this chapter research and practice,complete the curriculum-"virtual situation school-based curriculum".Second,the implementation of virtual situation teaching for children with intellectual disabilities.The research and practice in this chapter are based on the following logic.Firstly,the individualized teaching platform and carrier for special children in the information environment are developed to realize the typical application functions of ecological evaluation,curriculum formulation,teaching implementation and comprehensive evaluation in the teaching of children with intellectual disabilities.Secondly,according to the organization and classification of virtual situation courses,the concepts,characteristics and implementation strategies of "potential development"and "defect compensation" are explained respectively.Finally,the virtual situation teaching for "potential development" and "defect compensation" is implemented,teaching reflection is carried out,and the view of optimization is put forward.Through the research and practice in this chapter,the author overcomes the disadvantages of previous studies that emphasize theoretical speculation but ignore practice,and completes the construction of information-based teaching carrier and the presentation of teaching implementation in the real meaning of individualized education and rehabilitation of special children.Thirdly,Using virtual situation teaching to intervene the experimental process of children with mental retardation.Due to the physical and mental characteristics,individual differences,complexity and particularity of obstacle degree of children with intellectual disabilities,as well as the deepening of curriculum and teaching philosophy,this empirical analysis tries to comprehensively,objectively and effectively reflect the effectiveness of virtual situation intervention in teaching children with intellectual disabilities compared with traditional intervention methods.On the basis of the comparison of empirical methods commonly used in the field of special education,this chapter adopts the strategy of combining process evaluation and summative evaluation.A process evaluation study on "virtual situation improving upper limb motor ability of children with intellectual disabilities" was conducted by using a single subject experiment.The experiment reveals that higher intensity training can be achieved in the virtual situation,which shows that it has better trend stability and effect than the traditional manual intervention.ICF-CY was used to evaluate the formative evaluation study of "virtual situation to improve the upper limb movement ability of children with intellectual disabilities",and the evaluation showed that the obstacle degree of all the subjects decreased.Through the experimental research combining the two methods of experiment and evaluation in this chapter,it is confirmed that the intervention mode of virtual situation is better than the basic hypothesis of traditional intervention mode.