Keywords: students with mental retardation
Cultivation of social adaptability
Due to brain injury, mentally retarded students mainly focus on visual images, with low abstract generalization ability, poor purpose and flexibility of thinking, lack of independence and judgment of thinking, and can't use thinking strategies, which makes their cognitive, emotional, communication skills, self-service and social adaptability obviously lag behind ordinary school students. They will also go to society and adapt to society in the future and become independent workers. Therefore, the content of training must meet the needs of daily life and ability development of mentally retarded students, and the training methods should be more operable, close to their real life directly, and stimulate their interest in participation, which is conducive to middle school life in the corresponding environment and achieve the purpose of adapting to life.
First, create scenarios and make full use of resources.
(a) Make the teaching environment a centralized society.
We teachers should create a learning environment, move social scenes to the classroom to adapt to life, really let students experience life, feel life, cultivate their correct attitude towards life, let students learn and operate emotionally, and improve the social adaptability of mentally retarded students.
In life adaptation teaching, I use props to create a "simulated" learning environment for students. For example, the lesson of "buying books" focuses on making students not only firmly grasp the methods and steps of buying books, but also require students to skillfully use them in real life. I first put the good books on the shelves, and show a corner of Xinhua Bookstore in small classes, and then show the real-life pictures of Xinhua Bookstore, so as to create an almost real bookstore environment for students. In order to better stimulate students' interest, stimulate students' senses and cultivate students' discrimination ability, I deliberately mixed books with quality problems. I asked the students to classify the books themselves, find out the price of the books and find out which books can't be bought by themselves. Students find and solve problems in personal practice, and finally get the method of choosing new books. The whole class reads, selects and buys books in depth, so that students can consciously and independently master the methods of buying books in the sea of books.
In teaching, I always put the social environment in front of students in the form of simulation. For example, in the lesson of "Eating in a Restaurant", the classroom has become a clean and hygienic restaurant; Clinics appear in "going to the hospital" classrooms ... These concentrated social scenes can not be underestimated under the influence of campus, which is a bridge between students and society and life. It is in this environment that students learn to operate and adapt to life better.
(B) make full use of various teaching resources
The development and utilization of teaching resources can stimulate students' interest in learning. I found two pieces of cardboard to make a display board with uniform color, and put pictures, objects and related information related to the teaching theme on the display board, so that students can have a vivid and intuitive three-dimensional perception. For example, in the lesson "Knowing the Post Office", there is a small mailbox on the display board where letters can be sent. In the lesson of "Eating in a Restaurant", the display board is arranged as a small restaurant with various drinks, foods and snacks. The display board of the lesson "Buying Medicine in Pharmacy" also shows various common medicines ... These materials can play a great role as learning tools in teaching. Such a display board can not only stimulate the interest of students with mental retardation, but also cultivate their good observation ability. The setting of these scenes brings convenience to students' study and improves their social adaptability.
Second, study and exercise in real life.
One of our educational goals is to enable students to have certain self-care ability and social communication ability.
The purpose of life adaptation is to improve students' living ability, and the course content is all kinds of life common sense and skill experience in students' current and future life. Therefore, according to these educational goals of life adaptation course, we are required to let students really participate in life-oriented teaching activities and real life. Give priority to students' actual operation, supplemented by teachers' explanation.
For example, the lesson "How to make a bed" in life, I divided this lesson into several practical activities. I took advantage of the living conditions to take them to the dormitory for self-care training on how to lay mattresses, sheets and pillowcases. Before the students begin to operate, the teacher will explain, analyze and demonstrate. Then the teacher will help and guide them to meet the individual needs of different students in the class. At the same time, communicate with parents and let them let their children do what they can in their lives, especially solve their own problems, which parents can teach.
Through practical teaching, we know that we should proceed from students' reality and scientifically shift the focus of education and training to the cultivation of students' living ability with mental retardation, so that students with mental retardation can truly master labor skills, improve their quality and enhance their self-confidence, and lay the foundation for them to become self-reliant workers in the future.