A Case Study On Teacher’s Response Behavior In Living Chinese Classrooms Of Schools For Children With Mental Retardation

Teacher response behavior is an important part of classroom teacher-student interaction behavior.Teacher response behavior in school refers to a series of behaviors that teachers respond to students after being initiated by teachers or students in the classroom teaching.Through the actual observation of the classroom,this research explores the status Quo of teachers’ response behavior in living Chinese classrooms,in order to enrich the research theory of teacher response behavior in the field of special education,and puts forward feasible suggestions or strategies for the scientific response of front-line teachers in living Chinese classroom in schools for children with mental retardation.This study uses observation and interview methods to study the response behaviors of teachers in Y Society-adaptation school.6 classes and 12 living Chinese classrooms were selected for on-site observation and audio and video review records.A total of 923 teachers’ response behaviors were observed and counted.,the main conclusions are as follows:The characteristics of teachers’ response behaviors in the life language classroom of schools for children with mental retardation: First,from the perspective of the situation of the response behaviors,the response behaviors have the particularity of special education,that is,students’ problem behaviors frequently occur;teachers tend to ignore students’ introverted problem behaviors when responding;teachers The response behavior does not reflect the student’s dominant position,there is little enthusiasm for students to participate in class Second,from the perspective of teachers’ response emotion,positive emotions need to be improved.Third,from the perspective of the way of response,the teachers’ response method is relatively simple;the verbal response method is the main method,and the non-verbal response method is used less;there are more perfunctory praise.Factors that affect teachers’ response behaviors in living Chinese classroom of school for children with mental retardation: From the perspective of teachers,teachers’ educational concept,lesson preparation,professional ability and educational experience will affect teachers’ response behavior;from the perspective of students,students’ learning period,degree of obstacle,characteristics of students’ obstacle and students’ class state will affect teachers’ response behavior;in addition,the class size,leadership support,and close home-school cooperation in Society-adaptation schools will also affect classroom teachers’ response behavior.This study puts forward the following suggestions for teachers’ scientific response behavior: pay attention to and standardize students’ classroom behaviors from the lower grades;Pay attention to students’ introverted problem behaviors;Pay attention to improving students’ enthusiasm for living Chinese classroom participation;Enhancing positive affective responses;Pay attention to the use of non-verbal response methods;Use a variety of comprehensive response methods to respond;Teachers improve the level of response in various aspects;The Society-adaptation school makes various improvement strategies;fully and effectively strengthen home-school cooperation to promote the effectiveness of teachers’ response.