Research On The Implementation Status And Improvement Strategy Of Differential Teaching In School For Intellectual Disability

In the teaching activities of the School for Intellectual Disability,due to the large heterogeneity of disabled students,the serious problem facing teachers is how to achieve a winwin situation of responding to the diversity of students and improving the quality of teaching,and how to respond to the different cognitive levels and obstacles of disabled students,Learning style design and adjustment of curriculum and teaching,that is,the difference between curriculum and teaching.The teaching of School for Intellectual Disability must respect and value the individual differences of students,try to meet the learning needs of each student,and maximize the potential of each student.Based on this,the differentiated teaching concept has been recognized by most researchers and has been applied to educational practice.Among them,differential teaching has become a teaching method that has received much attention today,and has been used in many schools for Intellectual Disability.The purpose of this research is to investigate the implementation of differentiated teaching in School for Intellectual Disability.A School for Intellectual Disability in Xiamen is selected as a case.The self-developed "Questionnaire on the Implementation of Differential Teaching in School for Intellectual Disability" was used to conduct a questionnaire survey on the teachers of the school.Five teachers from the school were selected based on four factors:educational background,teaching age,grades taught,and professional titles,and used the "School for Intellectual Disability Teacher Difference Teaching Observation Scale" and the "School for Intellectual Disability Teacher Interview Outline",based on the teaching objectives,teaching content,The four dimensions of teaching support and teaching evaluation observe and interview teachers' teaching differences and the displayed teaching effects.Combining the results of the questionnaire survey,the content of the text data analysis and the interview results,we can understand the problems and difficulties of the teachers of School for Intellectual Disability in the use of differential teaching,analyze the reasons,and then propose corresponding improvement strategies.The research results show that teachers have the following problems when implementing differential teaching: in terms of teaching goals,the goals depend on the teachers' own teaching experience,and the difficulty of setting is inappropriate;in terms of teaching content,the teaching content is limited to the textbook and emphasizes too much " In terms of teaching support,teaching support is excessively mechanized,and classroom teaching discipline is difficult to guarantee;in teaching evaluation,teaching evaluation is a mere formality and lacks multi-party joint evaluation.The main factors that affect its implementation are teachers' lack of special education-related theoretical knowledge,only focusing on “deficiency compensation” and failing to “potential development”;special education teachers have heavy workloads and insufficient grasp of curriculum standards and textbooks;student barriers in schools of wisdom Types are complex,special education teachers are insufficiently equipped;teachers' examination of student differences is lack of scientificity,ignoring students' procedural development.Based on this,this research proposes the following improvement strategies:(1)Strengthen the study of related theories,formulate IEP to determine teaching goals;(2)Integrate resources across disciplines and set up subject unit courses;(3)Focus on the development of students' potential and provide diversified teaching support;(4)Scientifically develop special children's education Evaluation,multi-party cooperation and joint evaluation,in order to provide specific suggestions and ideas for the effective development of differential teaching in School for Intellectual Disability.