A Study On Classroom Interaction Mode Of Special Children’s Mathematics Curriculum

Mathematics learning is an important part of course of special children, it is related to the development of students’ logical ability and social adaptation in the future. Therefore, it is necessary to pay attention to special children’s mathematics teaching. Observation of the mathematics course according to the characteristics of teachers and students of the teaching methods, found the advantages and disadvantages, to ensure the effective teaching.This study with the method of classroom observation and in-depth interviews, collected directly from the classroom interaction between teachers and students information, and through the interviews with perfect understanding of the phenomenon, so as to explore the special children’s mathematics curriculum mode of classroom interaction, provide reality basis for future mathematics teacher’s teaching and guidance.The conclusions of this study include:(1)Classroom interaction model is a teacher as the center, students passive participation, lack of initiative.(2)Types of teachers’ classroom activity can affect classroom communication, real operating mode of teaching is more able to mobilize students’ learning enthusiasm.(3)The teacher’s classroom mainly low cognitive level questions, the problem of timely and appropriate evaluation and feedback can effectively regulate the students ’attention, the use of praise and inspiration responses can increase the enthusiasm of students, increase students’ classroom interaction.(4)Student learning in mathematics there are not good at ability, thinking, memory, boredom and so on, individual differences will affect classroom interaction.