Research On The Current Situation Of Classroom Teachers’ Emotional Support Quality In School For Mentally Retarded Children

As the country’s emphasis on special education degree is higher and higher, special education teaching quality is also brought to the attention of the government, experts and teachers.Classroom teaching is one way to improve special education teaching quality. Domestic and foreign existing research results show that the higher quality emotional support in classroom can help students overcome the negative emotions, less effective for a student’s academic emotion, behavior problems, fellow bully and maladjustment phenomenon, to improve students’ learning enthusiasm, initiative, social skills and grades.But the current status and characteristics of researches on classroom in school for mentally retarded children are scarce, and special needs students obstacle degree more and more serious, this is bound to cause the urgency of research on classroom become more prominent.The object of the special education is the children with special education needs, the students in the classroom emotional support has its particularity, the research on classroom emotional support in school for mentally retarded children.to abundant international emotional support of practice in the field of special education research materials, but also to rich study of emotional support, improve the teaching quality of special education.This research mainly using the method of observation and interview method, observing 90 classes teachers’ emotional support in school for mentally retarded children of 11 regions in zhejiang province.CLASS is a more mature scale about classroom interaction on abroad, most researches in the field of emotional support shows that huge promoting effect of the students’ academic, emotional, and so on.This study use classroom teachers’ emotional support quality in school for mentally retarded children team’s<The Observation Schedule of Teachers’ Emotional Support Quality in Classroom for Mentally Retarded Children>,in order to investigate classroom teachers’emotional support quality in school for mentally retarded children of zhejiang province.<The Observation Schedule of Teachers’ Emotional Support Quality in Classroom for Mentally Retarded Children>is classroom teachers’ emotional support quality in school for mentally retarded children team revised on the based of emotional support in CLASS.During three months of the classroom in school for mentally retarded children observation, combined with the special education experts, principals and teachers’ opinions and suggestions to the localization, finished. Including positive climate, negative climate, teacher sensitivity and focus on students four dimensions, and dimensions including relationship, positive emotion, positive expression, respect, negativity emotion, punishment control, sarcasm, moral deviation, consciousness, reactions, attention problems, flexibility, support take care of themselves and students expression 14 secondary dimensions.Reliability is 0.793, the validity is 0.937, they are great. Using single factor analysis of variance difference inspection within the four variables, the results show that:(1)Emotional Support Quality in Classroom for Mentally Retarded Children in zhejiang province is in a medium quality, the quality of the worst are teacher sensitivity and focus on students.(2)live mathematics curriculum in school for mentally retarded children is poor,but teacher sensitivity is higher than the other two courses. The quality of emotional support of Live Chinese curriculum and live adapt curriculum is good.(3)With the increase of teachers’ teaching years, the quality is higher, the classroom atmosphere more harmonious, teacher sensitivity and focus on students is also better.(4)The quality of intermediate level grade is the highest, but negative climate is the most obvious. Junior positive climate is good, but teacher sensitivity and focus on students is poor. Senior teachers and students get along well, the least negative climate.(5)The fewer students in the class, the quality is higher quality of emotional Conversely, the worse.To explore the reasons, mainly the following five aspects:(1) special education teachers know little about emotional support;(2)insufficient number of teachers lead to teachers’ professional disciplines is not strong;(3) the different stages of teachers have different theoretical accomplishment and professional experience;(4) the different stages of students’ cognitive development and adapt to the environment lead to different class reaction;(5) the special needs students greater obstacles need increase the number of teachers and teaching assistants.In this paper, the following five suggestions:(1)The policy guidance construction on the class content need to pay more attention.(2) Improve teachers’ professional disciplines;(3) Pay attention to teachers’ pre-service training practice, promote the communication between teachers;(4)Combine IEP to design teaching plan, track the students’ growth and development;(5)lncrease authorized strength of special education teachers, increase teaching assistants, reduce student-facultv ratios.