A Study On The Evaluation Of Students' Learning Stratification In Special School For Intellectual Disability

With the development of social requirements for people who can both do and do things,as well as the promotion of student evaluation reforms related to authenticity and developmental evaluation,it has shown that more and more attention is paid to the meaning of "people" in learning itself.But in the field of Special education,at present,there are some problems in the evaluation of students' learning in School for intellectual disabilities.For example,the evaluation and teaching process are separated;The learning evaluation method is single and lacks evaluation feedback;In addition,the evaluation pays more attention to the students' learning results,neglecting the learning methods,etc.In a sense,these help us to better think about that teachers and students of Peizhi School are two special subjects in educational activities,how to start from the subjective meaning of "people" in student evaluation and truly realize how teachers can help students in the process of "teaching people" to "reviewing people" Realize the transformation from "learning" to "adult".As a special "person" in the education group,students with intellectual disabilities must not only learn,but also understand how to learn,and realize the change from thinking to behavior in the learning process.Helping them return to mainstream society by doing "things to learn" into "people of change".The premise of learning hierarchical evaluation is to first determine the objective of students' hierarchical evaluation.First,classify students with intellectual disabilities according to the type of obstacle,IQ level,and subject level.Secondly,serialize and decompose learning objectives from abstract educational objectives to concrete class objectives,through the unit goal design,decompose the curriculum standards of "Life Language" and through the analysis of teaching materials and practical analysis,combined with "Self-edited Peizhi School Four Good Scale",the current development needs of students with intellectual disabilities were analyzed.Linking the course line with the development of students requires a line to determinethe starting point of students' learning.In the learning evaluation of the "Life Language" course of Special school for intellectual disability.Teachers design evaluation tasks,by stratifying students,formulating learning stratification evaluation goals,creating stratified learning activities,collecting academic works at different levels and scoring academic works at different levels.In the process of designing tasks,teachers are doing "teaching people" and "evaluating people".The process of intellectually disabled students completing tasks is the process of transforming knowledge into ability,That means that in the process of doing "learning",the transformation from "student" to "adult" is realized.But at present,due to lack of theory and practice of learning evaluation for students with intellectual disabilities.In practice,students with intellectual disabilities are more heterogeneous.No matter from the early assessment,the formulation of learning goals and the design of the evaluation task,it is necessary to return to each student with intellectual disabilities.