Research On The Teaching Effectiveness Of Life Adaptation Course For The Students With Intellectual Disabilities In Chongqing

Based on the curriculum standard of intellectual life adaptation course,the thesis constructs the "Evaluation Form of Classroom Teaching Effectiveness of Intellectual Life Adaptation Course" to investigate the current situation of intellectual life adaptation curriculum implementation,and to explore the effectiveness of classroom teaching.Specifically,this study includes the following contents: the first part mainly defines the research background,research value and core concepts.The second part mainly discusses the related research on the effectiveness of intellectual classroom teaching.The third part mainly describes the research purposes,research objects,research methods,research tools,research ideas and processes.The fourth part discusses the principles,methods and process of establishing the Evaluation Index System of Classroom Teaching Effectiveness of Intellectual Life Adaptation Course.The system mainly regrards the Curriculum Standard for Life Adaptation of Compulsory Education for Intellectual Education(2016 Edition)as the theoretical basis.By using the methods of literature research,expert consultation and analytic hierarchy process,this paper constructs an index system for evaluating the effectiveness of classroom teaching of intellectual adaptation courses,including10 first-level indicators,37 second-level indicators and weights.The fifth part takes the life adaptation course of intellectual class in Chongqing xx Special Education School as an example,applies the self-developed "Evaluation Form of Classroom Teaching effectiveness of Life Adaptation Course" to observe and evaluate the classroom teaching of life adaptation course,analyzes the causes of the problems existing in classroom teaching,and analyzes the classroom records with typical cases.In this study,36 classes of life adaptation courses for intellectual development are graded,and the results are as follows: the problems existing in teachers' teaching are as follows: the expressionof teaching objectives is vague,abstract and lack of standardization;the evaluation method of teaching objectives is single;the implementation of the concept of differentiated hierarchical teaching is insufficient;teachers' life adaptation literacy is uneven and so on.Based on the above analysis,the relevant promotion strategies are put forward.