The Study Of Teacher-student Interaction In Life Mathematics Class In The School With Mentally Retarded Students

Since the new century,China's special education has made great progress.The penetration rate of disabled children receiving compulsory education has significantly increased,and the goal of setting up an independent special education school in a county with a population of more than 300,000 has been basically achieved.However,on the whole,the quality of special education is not optimistic.To this end,the ministry of education issued a series of related policies.However,classroom teaching is the main position to improve education quality,and teacher-student interaction is the core of education quality.Therefore,the improvement of education quality should start from the teacher-student interaction.School for the mentally retarded?is a special education school for children with mild to moderate mental retardation.Some studies have shown that there are prominent problems in the education of school for the mentally retarded,which are mainly manifested in the lack of individualized education support,the disconnection between teaching content and real life,and the neglect of students' dominant position and the single teaching method.The group of pupils at the school for the mentally retarded is changing with the development of the policystuding in regular class.More and more children with moderate to severe mental retardation,cerebral palsy,Down's syndrome,autism and other disorders are enrolled in the school of mental retardation.In such a situation,are the teachers of the mentally retarded school ready? How to develop the teacher-student interaction? These are questions worth studying.For this reason,this study selects the classroom of a life mathematics teacher and 8 students as the research object,investigates the situation of teacher-student interaction in the life mathematics class and selects two typical cases for analysis.The following conclusions are drawn about the characteristics of teacher-student interaction.(1)Emotional support in the class is boring.(2)In the classroom organization,students' problem behaviors occur frequently,and the teacher has tried her best to conduct behavior management,but the effect is not obvious.(3)Teaching support does not promote the development of students' computing ability.In addition,this study analyzes the causes of boring and ineffective teacher-student interaction,and finds that the main factors affecting teacher-student interaction:(1)The teacher's lack of professional ability leads to some problems in the teaching arrangement of problem behavior management.(2)It is difficult for the teacher to implement multi-level teaching because the students are weak in learning and there is a wide gap in learning ability between students.(3)The school does not give the teacher quality training,the teacher is difficult to master teaching methods.Based on this,this study puts forward some specific Suggestions :(1)To look at the students' abilities and curriculum standards realistically;(2)To improve teachers' professional ability through effective training;(3)To improve teachers' professional ability through practice and reflection;(4)To arrange classes according to students' abilities...