An Action Research On The Influence Of Chinese Teaching Adjustment On Classroom Participation Of Students With Mild Mental Retardation In Regular Class

Since the mid 1980s,China has been exploring the local model of regular class education for more than thirty-five years.With the development of International Integrated Education,the research and practice of learning in regular class have been deepened,from policy system to teaching model to guarantee system.The problem of education and teaching in regular classes has also changed from the initial discussion on how to accept and place students in regular classes to the focus on the learning quality of students in regular classes,“Let every child enjoy the right education”has become the goal and responsibility of inclusive education.The quality of classroom learning is the key factor that affects the quality of education in regular class.How to avoid the students in regular class to become“Marginal”in the classroom teaching,targeted,scientific and reasonable teaching adjustment is crucial.Curriculum teaching adjustment is the core link in the implementation of integrated education,which directly affects the quality of students’ participation in the classroom.As the main body of the students with Mild Mental Retardation,it is of great significance to adjust their teaching in order to improve the whole education quality.In Primary School,Chinese teaching is the basis of learning other subjects.For students with Mild Mental Retardation,Chinese teaching can not only help students with mental retardation to master Chinese knowledge,but also promote them to communicate with others,better adapt to life and integrate into society.Therefore,the choice of Chinese Subject Teaching Adjustment Research.At present,there are more researches on the adjustment of Chinese curriculum in regular class in China,which focus on the theoretical level and less on the practical level.So,the purpose of this study is to explore the influence of Chinese teaching adjustment on the students with mild mental retardation in the context of learning in regular class,and to propose corresponding teaching adjustment strategies to enrich the content of theoretical research on inclusive education.At the same time,it provides reference experience and suggestions for Chinese teachers in primary schools to make classroom teaching adjustment.In this study,a student with mild mental retardation in the fourth grade of a public primary school in Nanchuan District District of Chongqing was selected as a case study to carry out a Chinese Teaching Adjustment Study and explore the effect of teaching adjustment on his classroom academic participation.The research process is divided into four stages: the preparatory stage of teaching adjustment,the stage of drawing up and implementing the first stage Chinese teaching adjustment plan,the stage of drawing up and implementing the second stage Chinese teaching adjustment plan,and the stage of drawing up and implementing the third stage Chinese teaching adjustment plan,the three-month implementation phase of the programme includes the first,second and third phases of the formulation and implementation of language teaching adjustments.Researchers and teachers in regular classes from the teaching objectives,content,methods,strategies and evaluation of the four dimensions of Chinese Teaching Adjustment Program,through the large class of teachers in regular classes teaching,the researcher to the case of the individual teaching method of the implementation of the program.Combining with the methods of observation,interview and Action Research,the author draws the conclusion that the adjustment of Chinese teaching has a positive effect on the students with mild mental retardation The practice teachers and the teachers in regular classes have got the harvest in the Chinese teaching tone,the practice teachers have improved their subject professional skills,and the teachers in regular classes have improved their special education quality To sum up the adjustment strategies of Chinese teaching to promote the participation of students with mild mental retardation in regular classes.Some suggestions are put forward as follows: the teaching tasks of teachers in regular classes and teachers in practice should be reasonably assigned to avoid the unclear responsibilities of teachers in regular classes and teachers in practice We should strengthen the training of teaching adjustment in regular classes,so that more front-line teachers can make teaching adjustment in regular classes,and formulate reasonable policies and regulations to encourage more teachers to participate in the practice of teaching adjustment in regular classes,enrich the research results in the field of regular class study.