A Pedagogical Research On Multimedia Etymological Literacy For Mild Mental Retardation Student

Special education is an important part of basic education, children with special educational level has a direct impact on the overall level of basic education in China, and its survival and development status in society. China for the blind, deaf special education for children over one hundred years of history, but the rise of the education for children of mental retardation is late, began in 1979. After 30 years of development, it achieved a certain educational achievement, mainly focus on the research review and cognitive aspects of education teaching and research.Chinese character as an ancient text in the course of its evolution, contains the thinking of the Han nationality, Mr. Zhu Zuoren had pointed out that "the image of the Chinese people’s thinking and abstract thinking combines the Chinese characters who harmonious unity. Etymological literacy is the traceability of Chinese characters, use the generation information to memorize Chinese characters. The development of Chinese characters experienced a gradually developed as abstract symbol of the process by the image of the text drawing, and the human thinking of Chinese character creation is developed from the image concrete to abstract logical. For mild retarded children physical defects, resulting in their thinking long-term in the specific image of the stage, the Chinese character learning is difficulty for mild retarded students. Etymological literacy can help mild mental retardation students abstract Chinese characters to "visualization". At the same time, the using of multimedia etymological literacy method can be even more vivid display of Chinese characters from the image to abstract development process, and provide multi-channel stimulation for mild retarded students to improve the efficiency of the Chinese character learning.In this study, it is through the field works in one special education school in Chongqing, found that the students with mild mental retardation in this school was existed " fewer, slower, poorer and more costly " and other phenomena in teaching Chinese Characters; Based on such as these problems, I introduced to the special education school teachers the etymological literacy teaching methods, and discussion with the group of teachers for Chinese language, and commonly analysis of the feasibility and mode of multimedia etymological literacy instruction used in mild retarded students. On this basis, I chosen teaching content, made the production of courseware, select teaching classes, etc., and give teaching practice for 12 lessons. In this paper, the narrative of education applied to narrate the literacy teaching condition when I first entered into the special education school and exchange with the teachers on collaborative process, as well as multimedia etymological literacy teaching process and results.