A Study On The Life Experience Of Special Children In Regular Classes From The Perspective Of Educational Phenomenology

In this study,starting from the life events experienced by special children in regular school and their family,adopting the method of educational phenomenology to analyze the experience of special children about teacher-student relationship,peer relationship,parent-children relationship in the process of attending class.Exploring the true situation of special children in attending general education and proposing some enlightenment strategies and suggestions for teachers and parents to improve the unhealthy living conditions of special children learning in regular class.In the process of specific research,the author used the follow methods: document analysis,dialogue interview,close observation,text analysis,painting and sand-play to collect three aged8-11 special children 's learning and living events in ordinary school as well as the special children's stories depicted in the related literary works and film works.Finally,forming phenomenological texts based on description and reflection,exploring the life experiences of special children in regular class and revealing their pedagogical significance.Specifically,the full text includs eight chapters which can be divided into four parts:The first part,that is the first and the second chapters,mainly expounds the background and significance of this research,domestic and foreign literature review,and research's design and methods.The second part,namely the third to sixth chapters,which is the main part of the research.It mainly use educational phenomenological methods to describe the life experiences of the special children who is described in relevant literary works and film or television works;To describe the experience of special children who learning in regular school about teacher-student relationship and peer relationship in the process of learning in class,after-school and after-class activities;To describe the parent-child relationship experienced by special children learning in regular school during the process of home-school contact,homework and parental exchanges.The third part,that is the seventh chapter,which is the sublimation of the contentof the article.It is mainly based on the phenomenological description of the three major relationship experiences to reflect on the special children's life experience in regular classes,to reveal its pedagogical meaning and put forward specific suggestions for school and family education.Specifically,it is divided into four points:The first,understanding and respecting obstacles is the premise of accepting special children.The second,listening patiently and care is the key to promote the development of special children.The third,a reasonable expectation is power source to promote the development of special children.The fourth,a good special education literacy which is possesing by teacher is essential to effectively carry out education to special children in regular classes.The fourth part,that is the eighth chapter,which is the basic conclusion and reflection part of this study.The main discoveries of this paper are as followings:Special children in regular classes is in situations of "marginalized" peer relationship,unbalanced teacher-student relationship and lack of meaningful home-school cooperation.