Research On The Communication Effect Of Music Classes In Secondary Schools For Mentally Handicapped Childre

Music education,as one of the general courses of compulsory education in schools for mentally retarded children,is an important way to implement aesthetic education.Teachers lead students into the world of music art,allowing them to receive cultural enlightenment from music.By stimulating students’ multisensory experiences and participating in a series of activities in music class,students’ coordination,flexibility,communication,and cooperative abilities can be improved,laying a good foundation for integrating and adapting to society.Communication is the interactive process of information exchange,information sharing and continuous expansion of consensus between communicators and recipients,and one of its basic features is the complete process of transmitting,receiving and feedback information from communicators and recipients.Therefore,classroom communication is also the process of teacher-student interaction.In classroom communication activities,teachers need to play their role as communicators and use communication media appropriately to transmit teaching information to students.At the same time,classroom communication is not a one-way information output,and students need to give feedback in an appropriate way after receiving information to reach a complete classroom communication process.The purpose of this study is to understand the current status of teacher-student interactive communication in music education classes at Mentally retarded school,explore the reasons and influencing factors of this situation,and provide some theoretical basis and suggestions for improving the teaching methods of special education music teachers.This study used the Brophy-Good Dyadic Interaction System Scale to observe and record the interactive communication between teachers and students in the Rhythm and Flow music class of a fourth-grade class at mental retardation school,with 23 samples observed and recorded for each class,and each class lasting 35 minutes.Through the recording and statistics of the interactive communication behaviors in the classroom,combined with the interview method,the data statistical results are analyzed from the perspective of communication science.The main conclusions of this study are as follows:(1)Teachers play a dominant role in teacher-student interaction,and the quality of interaction mainly depends on the teacher’s level.(2)There is a large difference in academic level among students in the same class,and the frequency of interaction is uneven.(3)The content of teacher-student interaction in Brain Development School mainly focuses on learning-related communication,with textbooks as the main line.(4)Teachers mainly ask direct and open-ended questions.(5)The correct answers and partially correct answers accounted for 84% of students’ responses,indicating that the difficulty level of the teacher’s questions is relatively low.(6)The types of questions asked by teachers in classroom interaction are single,mainly focusing on result-oriented questions.Based on the above conclusions,this study proposes the following suggestions:(1)Teachers should be the gatekeepers of the "topic setting" and provide better guidance to students.(2)Students are the beneficiaries of "use and satisfaction."(3)Communication media should be integrated using multiple channels to improve the use of media technology.