| The effectiveness of classroom teaching is a measure of whether students’ learning and development have been promoted.Effective classroom teaching is an important way to improve the quality of education.The special characteristics of school of mental retardation students require effective classroom teaching.Currently,the focus is on school of mental retardation classroom teaching.There are relatively few studies on effectiveness.In recent years,the state has successively introduced the policies of the Special Education Promotion Plan(2014-2016)and the Second Special Education Promotion Plan(2017-2020),which require that the enrollment rate of special children be guaranteed and improved across the country,so that more of special children have the opportunity to receive school education,while improving the quality of education for all kinds of special children.As one of the three major educations for special education,more and more children with moderate and severe intellectual disabilities are entering School of mental retardation campus for education.The high enrollment rate and the improvement of the quality of attending classes have led to the current situation in which students in the school are mainly moderately or severely mentally retarded.Improving the quality of education in the school requires effective classroom teaching.Living Chinese,as a general curriculum of school of mental retardation,has an important role in adapting students to life.This study aims to understand the current status of Living Chinese classroom teaching,find out the factors that affect the effectiveness of classroom teaching,and put forward suggestions to improve living Chinese classroom teaching effectiveness.The researcher collected the evaluation form of classroom teaching effectiveness in school of mental retardation,calculated the common evaluation indicators and compiled a questionnaire,and surveyed the teachers of Living Chinese to find out two tools for evaluating the effectiveness of classroom teaching in Living Chinese.Primary indicators and six secondary indicators;The literature method andsurvey method are used to determine the specific evaluation content of each secondary index of the effectiveness evaluation tool of Living Chinese classroom teaching,and the weight assignment of each secondary index and specific evaluation content is used as the purpose of this study to observe the status of Living Chinese classroom teaching.Through classroom observations and interviews with Living Chinese teachers,the influential factors of the effectiveness of Living Chinese classroom teaching mainly include Living Chinese teachers ’own factors,students’ parents ’factors,and students’ own factors.In order to improve the effectiveness of Living Chinese classroom teaching,the researchers put forward suggestions from three aspects: school,Living Chinese teacher,and student parents according to the influencing factors. |
