Experimental Research On Aerobics Teaching For Mentally Retarded Students From Puyang Special Education School

Special education has been highly valued in our country,such as the “Opinions on Special Education Development” issued by the State Education Commission and other departments,and the “Opinions on Further Promoting Special Education Reform and Development during the Tenth Five-Year Plan” issued by the Ministry of Education and other departments.All have shown that our country pays special attention to special education.In addition,the "Provisional Regulations for Special Education Schools" promulgated by the Ministry of Education has also explicitly pointed out that special education schools should enable students to "master the basic methods of physical exercise and have good personal hygiene habits,improved physical fitness and health level;preliminary grasp the basic method of compensating physical and mental defects,and physical and mental defects have been compensated to some extent.” Based on the special meaning and value of school physical education experts and scholars who engaged in special education all deeply feel that in special education schools,extensive,in-depth and targeted physical education or physical education activities are of great significance and value for the completion or realization of the above goal for special education.Therefore,physical education or physical education activities in "special education schools" are extremely important.It is a major task which special education schools must attach importance to and complete that improving physical education in special education schools enables students receiving special education to participate in physical education activities and receiving the enhancement of physical and psychological health that physical education bring them.From this,one can learn the importance of the development of physical education in special education schools.Physical education of mental retardation student is a special education that can not be neglected in special education schools in China.It is also an important part of school physical education in China.However,the development of physical education for students with intellectual disabilities in China is not yet perfect.Syllabus of physical education lags behind and physical education content is not standardized and has many other issues.Therefore,it is a problem we urgently need to solve that be proactive exploring the contents of physical education and the physical education activities for students with intellectual disabilities to meet their needs.Aerobics has a low demand for venues,personnel,and equipment,and can adjust the speed,length,and length of music to adjust students' movement difficulty,movement rhythm,physical strength,and movement techniques.For students with intellectual disabilities,aerobics is easier to learn than other sports.Therefore,aerobics is an ideal item for students with intellectual disabilities to exercise.In this study,literature,observation,experiment,interviews,and mathematical statistics were used to study mental retardation students in special education schools in Puyang City as subjects,and 12 weeks of aerobics teaching for students with intellectual disabilities in the experimental group.Taking the aerobics teaching promoting physical development of students with mental retardation,developing physical fitness for students with intellectual disabilities and making up for physical and mental deficiencies in students with mental retardation as a starting point,and on the basis of full consideration of the mental and physical characteristics of students with mental retardation,the creation of aerobics and the design of teaching experiments were conducted.Before and after the teaching experiment,the physical and physical indexes of mental retarded students in the experimental and control groups were measured to explore whether aerobics teaching can promote the development of students with intellectual disabilities,and whether aerobics can train athletic skills,interest and attitudes of students with intellectual disabilities.Through research and analysis,the following conclusions have been drawn:1 According to the principles of comprehensiveness,safety,and adaptability in the principle of the creation of aerobics,not only the characteristics of the aerobics movement should be met when the aerobics student is engaged in the aerobics arrangement,but also the setting of the content should be suitable for the age stage meet the physical development of mental retardation students.2 The teaching design of aerobics should be based on the physical and mental characteristics of students with intellectual disabilities and also consider the individual differences in their physical and mental development.For aerobics students with intellectual disabilities,teachers must have a high degree sense of responsibility,unremitting attitude and spirit,and teach students patiently.Different teaching styles for different aerobics movements,combined with vivid action explanations,make it easier for students with intellectual disabilities to accept and learn.3 From the analysis of experimental data,there are significant differences(p<0.05)in the physical fitness indexes of 30 meters running,seated body flexion,standing long jump,continuous jumping of both feet,and balance beam all achievements of experimental students after the experiment have increased significantly.It shows that the appropriate aerobics movements are more attractive than other sports and can stimulate students with intellectual disabilities to learn with enthusiasm and enthusiasm,so that they can actively participate in learning and thus the physical fitness of students with intellectual disabilities are also enhanced.Therefore,aerobics classes can be promoted in special education schools.4 From the analysis of the teacher interview results,the teachers believe comparing with those who did not conduct the teaching experiment,aerobics teaching promoted their psychological development concretely in the student's athletic ability,performance,learning initiative,compliance with classroom discipline and follow the instruction of the teacher,concentration of attention,and cooperative learning.