Inclusive Language Teaching Theory And Practice Of Research

Aiming at existent drawbacks of the traditional language teaching, the new course standard puts forward a series of new principles, which purpose lay in getting rid of irregularity, going out of predicament, returning the life vitality that the language teaching should have. With the development of inclusive education in the world as well as spread in our country, its education principle goes deeply into public gradually. The Inclusive Education thought and the principle of our new course reform are consistent. This paper attempts to use inclusive education ideas for exploring teaching theory and practice, which is the international trend of convergence of education, and reflects the thinking of the new course reform. This paper tries to make this exploration.The Paper mainly divides into five parts.Part I: language inclusive classroom teaching content. (1) The proposal of inclusive education. Inclusive Education is a new type of education ideas, which rose in the 1990s. In 1994, UNESCO Salamanca in Spain held a "World Conference on Education for special needs," the General Assembly adopted the "Declaration of Salamanca". Salamanca declaration put forward "inclusive education" in the first time. (2) Language Inclusive classroom teaching content. Inclusive language classroom is a teaching unit which teaches students in accordance with their aptitude. Inclusive education thinking runs through Inclusive language teaching. Under the guidance of the student-centered teaching idea, Classroom teachers should accept all students, promote the active participation of students classroom study life, pay attention to the collective cooperation, respect the individual differences of students to meet the needs of every student, and concern every student development. Teaching design should fully mobilize students own positive factors on their study, and take reasonable classroom management methods, which can realize students effective learning, and fully understand student's personality, and meet every student different needs of languages study. (3) Inclusive Language teaching value orientation. 1. from some students to all students; 2.from the individual to the groups; 3. from knowledge to cooperation.Part II: inclusive language teaching theoretical basis. 1.Theory of Multiple Intelligences. Gardner thinks our intelligence is multifarious, each student own eight kinds of basic intelligences on the different degree, the different combination of individuals'intelligence express intelligence difference. This new intelligence theory has important meaning to the school education.2.individualization theory. This idea has a long history. Ancient the thought concerning teach according to his ability of the great educator Confucius mainly includes following essential point: First, understanding students deeply for their own characteristics; Second, giving different contents of course and methods according to individuals; third, paying attention to the development of students for exerting them. 3. Constructivist theory. The core of the theory: taking student as center, it emphasizes students should explore and set up knowledge meaning learned actively. Constructivist theory is a very important theoretical basis of inclusive education research.Part III: The implement principle of the language inclusive classroom teaching. It includes the whole principles, the principle of equality, cooperation principles, the difference of principle, and the principle of innovation.Part IV: developing diverse inclusive language classroom teaching (1) Language selectivity classroom. One of the main points in choice theory is: all acts have their purposes. the demand which drives our behaviors includes 5 kinds totally: A physiology needs and four psychological need, including the demand of existence, acquire the demand of right, the demand of freedom and the demand of fun. The teacher can stir up the students demand effectively on the language classroom. (2) Language development classroom. Inclusive education holds that education should be concerned about the development of each student. The operation premise of the language development classroom is that students should develop ability at their own special period. We recognize that not all students are in the same speed of development. In the language development of the classroom, for meeting this challenge, teachers should give students all kinds of learning skills and strategies based on their knowledge and experience, and give learning opportunities by the sense of hearing, vision and touch in accordance with each individual's learning style. (3) Language Multiple Intelligences classroom. In this classroom, each student can make full use of its own advantages smart. It can reach the basic learning goals, and also realize students'personal comprehensive active study. This is the target of multiple intelligence and individualization.Part V: Language inclusive classroom teaching evaluation. (1) The evaluation principles of Language Inclusive classroom Teaching. 1. The comprehensiveness principle. First, it should pay attention to the comprehensiveness of evaluated content, and secondly should focus on the comprehensiveness of evaluated object. 2. The diversified principle. Diversified evaluation is the evaluation principle for carrying out the overall evaluation. Diversified evaluation includes: (1) the diversification evaluation criteria (2) the diversification evaluation content, (3) the diversification evaluation subject (4) diversification of evaluation methods; (5) the diversification show of evaluation results. 3. The situation principle. Language Teaching situational evaluation means in the true situation of the language classroom teaching, the teachers can give qualitative evaluation on students learning, Which has characteristics of immediateness, purpose, diversity, development, and openness. (2) The problem s that the language inclusive classroom teaching's evaluation should notice. Mainly it has 3 points: 1.taking more care the student's personal characteristics;2.noticing its system more in carrying on the problem of evaluating students;3. teachers have increasing roles in the evaluation, and more qualitative evaluation methods are used.Looking at the full text of this paper in, on the basis of previous studies, the paper mainly divides into two aspects of the inclusive language teaching several theoretical and practical problems: 1. making use of the inclusive education principle analyses inclusive language teaching content and implement principle.2. based on inclusive language classroom teaching time, the paper explore how to develop the diversity of teaching for meeting the different learning needs of different students.