An Study On The Teaching Behavior In The Primary Chinese Class For Retarded Student

According to the Curriculum Standards for Compulsory Education(2016 Edition),the Special Education Promotion Program(2017-2020)and the Regulations on Disabled Education(2017 revision),these policies and regulations emphasize the improvement of the quality for special education and the importance of special teachers.With the development of inclusion education,the education objects for retarded students' school is changing,more children with mild retardation are enrolled in regular school,children with moderate and severe retardation and other barriers are admitted to retarded students'school.In order to help teachers to carry out the teaching activities of language courses better,so this study focuses on teaching behavior in order to improve the quality of Chinese class education for retarded student.This study is based on the teaching behavior of Chinese class in retarded students'school,and the observation of teaching behavior is refined into teacher behavior,student behavior and teacher-student interaction behavior.The study taking classroom video observation and interviewing as research methods,S-T and ITIAS analysis systems are used as research tools,and the analysis framework is based on four aspects:teaching model,teaching atmosphere,classroom structure and teaching style.In the research content,we discuss the characteristics,problems and solutions of the primary Chinese class teaching behavior.The first part includes the research background,the research significance,the core concept definition and the literature review.The second part explains the whole research design.The third part analyzes the characteristics and comparison of the teaching behavior for the different sections to find out the shortcomings of the class teaching behavior and put forward some suggestions on teaching.The results show that:the lower grades in the primary Chinese class for retarded student belong to the mixed teaching mode and the middle grades are the dialogue teaching mode.The characteristics of the class teaching behavior are reflected in the following aspects:teacher's class behavior is rich,and decreases with the rise of grade;teacher takes teaching as the main class behavior;teachers focus on encouraging behavior and open-ended questions;teacher's behavior ratio of operating technology is different;The percentage of retarded students' class behavior increased with the rise of grade;retarded students' response behavior was the main class behavior;retarded students'technical behavior had achieved zero breakthrough;retarded student's silent behavior showed the inverted triangle trend as the grade rises;the interaction between teachers and retarded students become richer as the grade rises.In addition to the above characteristics,there are still some shortcomings in the teaching activities of the primary Chinese class at retarded students' School,which are mainly reflected in the following four aspects:teacher's encouraging behavior is relatively monotonous;retarded students'operating skills are less;there is lack of behavior for initiative to ask questions and peer discussion;the speech interaction between teachers and students in the lower grades is not good.In response to the above shortcomings,the pertinent suggestions are:First,we should learn to carry out differences in teaching evaluation.Second,we should know how to use innovative technical support to allow students having the opportunity to operate technology.Third,enable students to actively interact and integrate into the class under appropriate speech guidance.Fourth,it is necessary to make effective demonstrations of behaviors and to enrich the class performance of students.Fifth,we should learn to organize a variety of teaching styles so that students can increase their interactions and make progress together under the different teaching' model.Sixth,we should prepare adequate operating materials to meet the differences in student needs and gain more practical experience.The six points have twelve suggestions,and author draws a strategy diagram,so that make the presentation more clear.