Current Situation And Consideration Of Emotion Support At Chinese Classroom With Mentally Retarded Children In Zhejiang

As a psychological support resources, emotional support is an important part of teacher-student interaction in the classroom and has impact on teaching effectiveness and child development.It will affect students’ academic, behavioral and social skills, child development and teaching effectiveness. Good emotional support in the language classroom can enhance the effectiveness of language teaching, and can also improve students’ language ability, social interaction skills, thinking skills. Teachers need to give more emotional support, because of the special need of mentally retarded children.This study took the "emotional support in mentally retarded classroom observation " as a tool, based on "emotional support "dimension in CLASS. The samples were 106 language teachers from 15 schools for mentally retarded children, covering 10 cities in ZheJiang provinces.The survey found that:The emotional support of low stage language teacher in the school for mentally retarded in ZheJiang was at an upper middle level. The "positive atmosphere" which observes close relationship between teachers and students was in the upper middle level. The "negative atmosphere" which observes frequency and degree of negative event between teachers and students was in a high quality level. The "teacher sensitivity" which observes teacher’s awareness and reactions of students’problems was in a lower middle level. The "student Perspective "which determines whether the teachers concerned about students’interests and rights of expression was in the lower middle level. And teacher’s school stage, job title, major, teaching age had no significant effect on the level of emotion support. But the titles of high-ranking and first ranking teachers have a significant difference in "negative atmosphere".Recommendations:(1) Enhancing teachers’ awareness of emotional support to improve overall emotional support level. (2) Increasing encouragement and cooperation of teachers and students to improve "positive atmosphere" quality.(3) Persisting the concept of respect and inclusiveness to keep "negative atmosphere" quality. (4) Improving teachers’ awareness and sensitivity of the individual support to enhance "teachers’ sensitivity" quality. (5) Focusing on the comprehensiveness of students’ expression and independent ability to improve the "students perspective" quality. (6) Schools should provide appropriate professional support based on the type of teacher.