Study On Syntactic Errors Of Chinese Written Language Among Middle And Senior Students With Intellectual Disabilities In Mental Retardation School

The correct use of Chinese written syntax plays an important role in the clarity of written Chinese expression.As an important type of students in special education schools,students with intellectual disabilities should be studied in their written syntax errors and be actively explored in the deep-seated causes of the errors.Actively exploring the solving strategies in teaching plays a vital role in whether students with intellectual disabilities can express themselves in written Chinese correctly and integrate into social life smoothly.In this study,146 students with intellectual disabilities in the middle and high grades of three training schools in Qingyuan City were used as the research objects,and the Chinese written language in the classroom assignments,homework and examination papers were used as the corpus.This paper analyzes the causes of syntactic errors in students’ written sentences from three dimensions: students’ individual,teachers’ teaching and professionalism,and social environment.The results are as follows: First,the types of syntax errors in Chinese written language of students with intellectual disabilities are mainly manifested in improper collocation,improper word order,and redundant components.Although mixed sentence patterns and unclear meanings also occur,the proportion is small.Second,there are both similarities and differences in the distribution of syntactic error types of students with different degrees of disabilities.In terms of the overall number of errors,students with mild intellectual disabilities are significantly less than those with moderate and severe intellectual disabilities.Thirdly,in the comparison of the number of errors of students with intellectual disabilities in different grades,the number of errors of senior students is less than that of middle-level students.Based on the above research conclusions from observation,interview and other methods,it is found that the reasons for the errors of Chinese written grammar of students with intellectual disabilities are mainly at the level of syntax,teachers,learners,teaching,parents and modern educational technology.Based on the above reasons,in order to effectively improve the syntactic expression ability of students with intellectual disabilities,the following five educational and teaching strategies are put forward: first,teachers need to pay attention to the important role of syntactic knowledge in life language;second,teachers need to continuously improve their professional quality;third,schools need to strengthen management,select textbooks and promote the use of Putonghua;fourth,parents need to change their own concepts,actively cooperate with teachers’ teaching work;finally,teachers should pay attention to the positive effect of modern education technology on the learning of syntactic knowledge for students with intellectual disabilities.In addition,in the prospect of such research in the future,this research suggests: first,to increase the scope of research subjects;second,to further improve the research level.