Rerearch On The Current Situation For Live Chinese Classroom Teaching Effectiveness In School For Mentally Retarded Children

The effectiveness of classroom teaching is the key to the school teaching activities,good classroom teaching is one of the main ways for students to obtain knowledge,and master the skills.The effective teaching of live Chinese class in school for mentally retarded also shoulder great responsibility for retarded students’learning and development.Nowadays,researches on the current situation for the efficiency of class teaching in school for mentally retarded children in China are still at an early stage.Many researches are focusing on the introduction of foreign literature, or the descriptions\opinions\teaching suggestions of current situation for the efficiency of special education school, which is based on general school.However,the survey about the effectiveness of live Chinese classroom teaching can not only meet needs of understanding the current situation,but also as a standard for effectiveness,guiding the teaching workers how to carry out the specific teaching in live Chinese classroom teaching.This study is based on the theory of humanism,life education,Montessori three-step teaching method,modern special education concept,and relay on a large number of related literature researches about the effectiveness of classroom teaching at home and abroad,check all the levels by special education experts and expert teachers of live Chinese,combining with live Chinese classroom observation,developing a evaluation scale for the live Chinese classroom teaching effectiveness in school for mentally retarded children which is suitable for our country. This evaluation includes six dimensions of teaching effectiveness,including teaching objective, teaching content, teaching method, teaching management, teaching feedback, students’ learning,equipping with 23 forst class index and 42 second class index According to the scale measurement the efficiency of live Chinese classroom teaching in school for mentally retarded children in Hangzhou-Understanding the current situation of the whole teaching effectiveness and six dimensions of teaching effectiveness,including teaching objective, teaching content, teaching method, teaching management, teaching feedback, students’ learning.At the same time, according to the relevant variables collected,analysis the influence factors of the efficiency of live Chinese classroom teaching in school for mentally retarded children in Hangzhou. Based on the above analysis, the following conclusions are obtained:(1)"The evaluation scale for live Chinese classroom teaching effectiveness in school for mentally retarded children" Contains six dimensions:teaching objective, teaching content, teaching method, teaching management, teaching feedback, students’ learning.(2) "The evaluation scale for live Chinese classroom teaching effectiveness in school for mentally retarded children"has good reliability and validity, can be used to evaluate the efficiency of live Chinese classroom teaching in school of mentally retarded children.(3) Currently the overall efficiency of live Chinese classroom teaching in school for mentally retarded children in Hangzhou is in agood level.The dimensions of teaching objective gets the highest average score,and teaching content gets the lowest average score,showing that it is unevenly distribution in each dimension.(4).Amony the specific indicators of current effectiveness of live Chinese classroom teaching in Hangzhou in each dimension,teaching target,teaching knowledge physical space management, providing feedback for students get a higher average score,having a good effectiveness;however,having a lower average score in the implementation of IEP.carryng out emotional teaching,the use of behavior changing skills, the development of students’thinking ability, with a large space to promote.(5) Four background variables show significant difference respectively at the current efficiency of live Chinese classroom teaching in school for mentally retarded in Hangzhou,including the number of classes, teachers’marriage, teachers’education, the time of teaching seminars.The class size of more than 11 people is higher than that of the 6-10 people on entirety effectiveness of teaching;unmarried teachers is higher than married teachers on the effectiveness of teaching management;the teachers’education of bachelor degree and above is higher than that of the specialized subject and the following on entirety effectiveness of teaching;the time of teaching seminars of once a week or more is higher than that of 1-2 times per months on entirety effectiveness of teaching.