Research On The Current Situation And Countermeasure Of Implementing Differential Teaching By Teachers In Schools For Children With Intellectual Disability

The implementation of differential teaching is one of the important measures to promote the development of special education.As an important part of special education,the current situation of teachers’ teaching in schools for children with intellectual disability has been concerned.The individual differences of special children are objective facts,and the objective existence of individual differences requires that effective teaching must implement differential teaching.In the practical teaching practice,the implementation of teachers’ differential teaching in schools for children with intellectual disability is not satisfactory.In this study,teachers in F School,a school for children with intellectual disability in Gansu Province,were selected as the research objects.The methods of classroom observation,interview and physical analysis were used to comprehensively explore and analyze the current situation of F school teachers’ implementation of differential teaching.The research found that the current situation of F school teachers’ implementation of differential teaching is as follows:Teachers generally recognize the objectivity,multiformity and development of students’ differences,and most of them think that differential teaching is stratified teaching or individualized teaching;The methods of measurement are diverse,and professional tools are used to analyze the results of measurement,the measurement of difference results is targeted;The diversity and challenge of the goal are reflected in the form of layer reduction.The difference of the teaching content is reflected in the adjustment of the quantity and difficulty;The teaching method is diversified,the teaching organization form is mainly stratified;In terms of quantity and difficulty,it reflects the diversity of homework,the subject and standard of teaching evaluation are single,and the methods are diversified.On the basis of further analysis of the current situation,it is found that there are some problems in the implementation of differential teaching in F School: 1.The differential teaching concept of teachers is not deep enough;2.Lack of professionalism and guidance in the use of measurement tools and analysis of results;3.The diversity of teaching objectives and the challenging design are not in place;4.Lack of available teaching content and course resources;5.Target design and classroom teaching ignore the needs of students with severe disabilities;6.Teaching evaluation is not in place,which is subjective and single.In view of the above problems,the author puts forward some suggestions on how to promote teachers’ implementation of differential teaching in schools for children with intellectual disability: 1.Teachers update the teaching concept and effectively implement differential teaching;2.Improve the teacher training system and strengthen teachers’ professional learning;3.Analyze students’ differences accurately and reasonably design teaching objectives;4.Enrich and improve the teaching content and enrich the curriculum resources;5.Increase the number of auxiliary teachers,taking into account the teaching of all students;6.Improve the teaching evaluation mechanism to promote the all-round development of students;7.Strengthen home-school communication cooperation to form a joint force in education and teaching;8.Standardize the formulation and implementation of Individualized Education Program.