Mental Retardation Class Multimedia Teaching

Today, multi-media instruction is much more popular in special education than before. This forces the academe to do more research in this area. After reviewing the existing literature, the author found that researches in this area are far from satisfied. In this article, the author argues that multi-media instruction should be guided by instructional design theory for four reasons. This research can be just regarded an attempt of this advocacy. This article consists of four parts. Part I, exordium. The exordium includes why and how the theme of this article is advanced, how the essential definitions are defined as well as the meaning of the research. Part II, " content- objective-strategy-courseware" id model. In this part, after systematic examining of multi-media instruction in special education, the author has developed an instructional design model called "content-objective-strategy-courseware" model, considering both the Component Display Theory and the Systematic Instruction Design Theory. Part III, empirical research. The author tried using the model in the practice as well as verifying its efficiency and utility. By the instructional experiment performed by the author and interviews at teachers who have tried the model, it was proved workable and efficient. The conclusion of the empirical research is that the model is superior to the conventional technique which is totally based on teachers' experience. Part IV, expectations and suggestions. In this part, some expectations of researches in the future are put forward, and also some general recommendations are concluded at last.