Geography Life Teaching Of Junior High School Students With High Function Autism

High-functioning autism belongs to a special form of autism and belongs to universal developmental disorder,while high-functioning autism belongs to high-functioning people with autism,whose IQ is higher than that of other autistic patients or even far higher than that of normal people.Most of them can adapt to the academic study of ordinary schools,many of them have good grades,good language ability as a whole,and look forward to establishing friendships with others.Autism is a group of mental developmental disorders that occur in early childhood,and Its mainly feature are social disorders,language communication deficiencies and stereotyped behaviors.With the popularization of education for special children,there is a growing demand for curriculum diversification among some high-functioning autistic students in junior and senior high schools.,However,there are no special courses for special children in our country,such as geography,history,physics,chemistry and so on,and most schools fail to offer these courses among students in special education.And high-function autistic students have the ability to learn geography knowledge,they have a good memory,and have a strong ability to read pictures;However,due to their own physical and mental defects,it is difficult for high-functioning autistic junior high school students to combine the geographical knowledge and what they have learned in their lives,and they will not apply the geographical knowledge they have learned to their lives.With the development of special education in our country,there is an urgent need to carry out geography teaching in special schools to carry out geography education for high-functioning autistic junior high school students.The life education theory is put forward by Dewey that is very in line with the requirements of geography teaching for high-functioning autistic junior high school students.Therefore,the purpose of life-oriented geography teaching for high-function autistic junior high school students is to grasp the needs of geography knowledge and ability development of high-functioning autistic junior high school students as a whole,and to analyze the problems and deficiencies in geography teaching of high-functioning autistic junior high school students.And this paper combines the theory of life education with geography teaching for high-functioning autistic junior high school students,and studies how to realize the combination of life education theory with geography life and geography teaching for high-functioning autistic junior high school students and effectively promote the development of physical and mental health of high-functioning autistic junior high school students.This paper takes the high-functioning autistic junior high school students in Guangzhou Canna School as the main research object,and to carry out the research on geography life-oriented teaching for high-functioning autistic junior high school students.At first,this paper analyzes the significance of life-oriented geography teaching in promoting the absorption and application of geography knowledge of high-functioning autistic junior high school students,improving the psychological development of high-function autistic junior high school students and the social status of high-functioning autistic students to help them overcome social obstacles.Second,analyzes the characteristics of high-functioning autistic junior high school students and the cognitive characteristics of geography knowledge of high-functioning autistic junior high school students,and it also introduces the analysis of the teaching materials for high-function autism,and points out the problems existing in the geography teaching process of high-functioning autistic junior high school students,so as toprepare for the implementation of life-oriented geography teaching for high-functioning autistic junior high school students.And then it mainly analyzes the present situation of geography life-oriented teaching for high-functioning autistic junior high school students,and analyzes the necessity of geography life-oriented teaching for high-functioning autistic junior high school students.On the basis of the previous analysis,this paper puts forward the strategy of geography life-oriented teaching for high-functioning autistic junior high school students,and concludes that in order to do a good job in high-functioning autistic junior high school geography life-oriented teaching,it is necessary to do a good job of individualized education plan for high-function autistic junior high school students.According to the actual situation of students is necessary to choose life-oriented teaching contents and methods,and need to create life-oriented teaching situations and adopt life-oriented teaching methods,and tell the students clearly the conclusion of the function and function of geography knowledge and so on.Finally,this paper mainly constructs the specific practical activities of geography life-oriented teaching for high-functioning autistic junior high school students from the perspectives of classroom and extracurricular.And by providing high-functioning autistic junior high school students with geography life in class and extracurricular practice cases to show the embodiment of this study in practical teaching,to promote the improvement of life education theory and the healthy development of high-functioning autistic junior high school students.