A Research Of Chinese Writing Teaching In School For Junior High Mental Retarded Students

In 2016,the curriculum standard for compulsory education in schools of mental retardation launched in China,which indicates that China has increased emphasis on special education.At the same time,our country has focused on improving the quality of education for students with mental retarded.How to provide more quality education for students with intellectual disabilities has become a new challenge confronted by schools and the forefront teachers.In the curriculum standard,goals and contents are set basic on “listening and speaking”,“literacy and writing”,“reading”,“writing and composition” and “comprehensive learning” these learning areas of living Chinese.The teaching of writing is difficult for teachers and students.Teachers are required to select suitable content that is close to life according to their academic situation,design lesson plans,and use teaching methods to guide students to write.It also requires students with intellectual disabilities have a certain word reserve,life experience and so on.According to the previous literature research,which is still in a fragmented stage,shows that the teaching of writing of schools for mental retarded lacks systematic research.Through classroom observation,the teacher interview and physical analyze to investigate the current situation,it is found that there are many problems in the teaching of writing,such as the lack reasonable basis of teaching goals,the limitation of teaching content selection,the free implementation of classroom teaching and the single evaluation form of teaching.In view of the above problems,it is suggested that improving the professional level of teachers from the perspective of teacher training and career development.The second is that teachers must closely follow the curriculum standards.Thirdly,teachers must use IEP and students' social life scientifically.The fourth is that teachers should be able to develop or integrate teaching-related teaching resources to provide students with more appropriate teaching.The fifth is to optimize teaching implementation and evaluation.