Nowadays, the development level of special education for mentally retarded students has become an important symbol to measure the comprehensive strength and civilization of a country and region. The following are the papers I compiled for special education students with mental retardation for your reference.

the first paper of the students with mental retardation in special education: the implementation of life-oriented teaching for students with mental retardation in special education schools

Abstract: Because of their own defects, students with mental retardation can't get obvious results by using traditional curriculum teaching, and the teaching efficiency is also low. Therefore, we should seek a teaching course that can cultivate the self-care ability of mentally retarded students and is closer to life. The composition of self-care ability is conducive to establishing the sense of responsibility, self-confidence and even the ability to solve problems independently of mentally retarded students, which is also of far-reaching significance to their future lives. When we are faced with the poor self-care ability of mentally retarded students, we need to make them truly master the way of life and enter the society through life-oriented teaching.

Keywords: life-oriented teaching for students with mental retardation in special education schools

For a long time, students with mental retardation have a low ability to receive and use knowledge, and some students with severe mental retardation cannot take care of themselves. However, some schools have always regarded test scores as the standard to measure students with mental retardation, and only paid attention to instilling text knowledge, which reduced the teaching efficiency. It is pointed out in the Experimental Program of Compulsory Education Curriculum in Schools for the mentally retarded that life adaptation and potential development should be combined, and life-centered teaching should be emphasized. How to make students with mental retardation learn useful knowledge in school, and apply it to their lives, so as to better integrate into society, has become an imperative curriculum exploration.

1 The role of life-oriented teaching

1.1 Accelerating the overall development of students with mental retardation

In the process of life-oriented teaching, the practicality and comprehensiveness of teaching provide conditions for realizing the training objectives of students with mental retardation, so that they can improve their abilities of communication, cooperation, analysis and self-management while acquiring knowledge and skills. For example, two students are assigned by the teacher to cook noodles at the same time in class. Two students divide their work through negotiation. One student is responsible for boiling water and adjusting the heat, and the other is responsible for cooking noodles and ingredients. Through such long-term training, students not only improved their skills, but also made progress in communication and coordination.

1.2 Improve the socialization of students with mental retardation

After students enter school, their social practice and communication have left the family category and entered a new stage. Life-oriented teaching encourages students to learn through practice and master the ability to cooperate with others to adapt to the development of social life. Through life-oriented learning, mentally retarded students can do simple housework, basically live alone, and have certain social communication ability and social adaptability [1].

1.3 Reflect the life value of students with mental retardation

Students with mental retardation learn through practice, practice in learning, establish a positive attitude and correct values, and have a certain sense of responsibility and respect for others' noble morality. Due to the gradual improvement of their ability to control life, their sense of accomplishment and self-confidence are improved. They love the collective, care for others, are honest and simple, and show their own life value in life.

2 ways to implement life-oriented teaching

2.1 Schools set up special life-oriented courses

In order to enable students with mental retardation to better master the skills of self-care and social survival, schools for mentally retarded students should set up special life-oriented courses so that after long-term training, students with mental retardation can learn the corresponding life skills, improve their ability in personal life, family life and even social life, and eventually become self-reliant labor individuals. Set up special life-oriented courses, and set the corresponding course content, teaching objectives and even reasonable expected results according to the students' age and disability courses according to the specific conditions.

For children who are younger and have higher mental retardation, five to seven simple self-care or common sense courses are set up every week. For example: (1) Identify fruits. The teacher brings the fruits into the classroom, and tells the names of the fruits one by one, so that students can choose the right fruits and hold them in their hands for observation. The teacher cut the fruit, let the students taste it, and tell the name and taste of the fruit independently, which can exercise the students' language ability and observation ability. (2) collocation. The teacher put many pairs of shoes in disorder, and took out one of them at random, so that students could find the one that could be matched, and exercise their observation and ability to match the corresponding objects. (3) wear clothes. Teachers take out their clothes and compete in the form of games to see who wears them quickly and well, so as to exercise students' self-care ability and action coordination ability, which will help young children and severely disabled children master certain life skills and realize self-care in life [2].

For middle and high school students who are relatively older and have a low degree of mental retardation, four to five classes of life mathematics are set up a week, so that students can initially master the calculation ability, thinking ability and the ability to apply mathematics to solve simple problems in daily life. Set 4-5 classes of life language to cultivate students' simple listening, speaking, reading and writing abilities, and 3-5 classes of labor skills courses, such as sewing and cooking. Set 3-5 manual courses, such as fabric, knitting, beading, etc. These courses are conducive to students to master some labor skills, stand on their own feet, and pave the way for stepping into society.

2.2 integrating life-oriented content into the classroom

(1) transferring life to the classroom and creating a life-oriented classroom atmosphere

As the main resource of life-oriented classroom, classroom environment should be effectively developed and utilized, so as to really improve the learning efficiency of mentally retarded children. Teachers should teach in the classroom through living language, introduce living resources into the classroom, and let students create together in the classroom through situational teaching method to achieve teaching objectives.

(2) Simulate life scenes and create a life-oriented campus

The curriculum plan of mentally retarded schools indicates that it is necessary to create a favorable school ecological environment for students' development and effectively play the educational role of the environment on students. The layout of the environment can help students with mental retardation in their studies. Classrooms with different functions can also be decorated with different styles. For example, music classrooms can be decorated by staff, and art rooms can be decorated by students' works. The campus environment should conform to the students' life. According to the characteristics of students with mental retardation, the arrangement of the environment through daily appliances and life scenes is very powerful for students to repeatedly identify and remember, providing a good atmosphere for students with mental retardation.

(3) Rich forms and diverse teaching cultures

Teaching should be rich and colorful, especially for students with mental retardation, whose acceptance ability is far lower than that of ordinary students. If the teaching form is too single, it will be difficult for students to absorb, so in the teaching process, teachers should teach through different teaching methods. It can be carried out in the classroom through game teaching, situational teaching and role-playing, so that students can learn life experience more truly.

2.3 Extracurricular activities become an extension of life-oriented teaching

It has become an extension of life-oriented teaching to continuously develop extracurricular activities and recess activities, design activities close to life, and exercise different survival skills of students with mental retardation. Various activity corners can be established on campus, and various activities can be set according to grades and degrees of disability, so that students can learn different concepts in the process of hands-on and brain-thinking. Such extracurricular comprehensive activities not only have educational purposes, but also will not lose the concrete fun of real life, which is conducive to cultivating students' survival ability and social adaptability. The development of extracurricular activities is conducive to the extended education of classroom teaching, and it is more realistic than the simulated life practice in classroom for the purpose of creating a life-oriented situation [3].

3 Conclusion

To sum up, for the environment of special education, teaching and learning have become an important part of the lives of students with mental retardation. As teachers, they should be a good guide in their lives. Only through the sincere care and help of teachers can students trust their teachers and be infected by them, and life-oriented teaching can be truly implemented, effectively cultivating their self-care ability and ability to adapt to society.

References:

[1] Zhang Hui. On the life-oriented teaching of practical writing in mentally retarded schools [J]. Modern special education. 211. (Z1): 49-5.

[2] Peng Zhouling. The role of life education in quality education in mentally retarded schools [A]. Achievements of the 11th Five-Year Plan of National Teachers' Research Fund (a) Wang Shuqin. Make full use of all resources to help students with mental retardation survive and develop [J]. Journal of Nanjing Institute of Special Education. 28. (4): 65. Papers of students with mental retardation in special education Part II: On the application of technical education in classroom teaching of mentally retarded classes in special education < P > Abstract: Today's society has entered a high-speed information age, and ordinary primary and secondary schools are actively using modern educational technology to carry out educational reform and innovation. In order to make mentally retarded children receive education and training to the maximum extent and compensate for their defects, information technology education will play an important role in mentally retarded education with its unique interest, visualization and interactivity, and promote the physical and mental development of mentally retarded children.

Keywords: information technology education, special education, application of mentally retarded teaching

China's goal of mentally retarded education puts forward: Starting from the actual situation of physical and intellectual characteristics of mentally retarded children, we should provide them with corresponding education, teaching and training to effectively compensate their intellectual and adaptive behavior defects. ? Today's society has entered a high-speed information age, information technology has developed by leaps and bounds, and the application of computers has gradually penetrated into all aspects of education and teaching. Ordinary primary and secondary schools are actively using modern educational technology to carry out educational reform and innovation. Apply information technology to special education and teaching, create conditions as much as possible, so that mentally retarded children can enjoy the right to receive advanced science and technology education like ordinary children, so that they can receive education and training to the maximum extent, and promote their physical and mental development and compensation for defects. Shorten the gap between them and ordinary children, so that they can master a skill to adapt to social life. Computer education will play an important role in the education of mental retardation with its unique interest, visualization and interactivity.

1. The application of information technology education in classroom teaching in schools with mental retardation

Faced with their own educational objects, their mental development is slow, their acceptance ability is low, their attention is difficult to shift, and abstract thinking is difficult to form. Therefore, making full use of courseware as resources in classroom teaching, taking auxiliary classroom teaching as the main body, starting the information-based teaching project in an all-round way and actively carrying out educational innovation will achieve good results.

1. Create situations to stimulate interest.

Bruner, an American psychologist, points out that the best stimulus to learning is interest in what you have learned. Interest is the best teacher, and students will show great interest in what they are interested in. Because of brain damage, mentally handicapped students are inattentive, unresponsive and narrow-minded. Only by being good at stimulating students to have a strong interest in what they have learned can they achieve the purpose of acquiring knowledge, cultivating their abilities and developing their intelligence. Professor? The understanding of rectangle and square? In one class, multimedia is used to introduce new lessons, create situations and show students vivid pictures: in a beautiful big forest, there lived a lovely little white rabbit, who was hardworking and kind, and built a beautiful little house with his own hands. The teacher clicked on the courseware at the right time and showed the reason. Rectangular, square and triangle? A combination of various graphics? Small house? Ask the students: this one? Small house? Is it beautiful? What kinds of graphics does it consist of? The students were immediately attracted by the bright pictures and became interested in knowing graphics. In a lively atmosphere, I participated in the teaching activities happily. Vivid stories and bright pictures make the mentally handicapped students from attracted to eager to learn new knowledge, stimulate students' interest in learning and improve the efficiency of classroom teaching.

2. Vivid images, breaking through important and difficult points.

whether to break through the important and difficult points is the key to the success of a class. The thinking characteristics of mentally retarded students are intuitive, concrete and incoherent, and the things they know are composed of concrete objects, so their generalization ability is low. The advantages of multimedia technology are not limited by time and space. Complex phenomena, abstract truths and difficult-to-express languages are vividly displayed by means of simulation, which establishes a complete and comprehensive intuitive representation for mentally retarded children, effectively breaks through the difficulties in teaching and helps them broaden their horizons and improve their abilities. For example, in the class of teaching "Little Tadpoles Looking for Mom", when mentally retarded children see the little tadpoles flashing in the picture? Big head, black body and long tail? Gradually evolved into? Four legs, wide mouth, big eyes, green clothes, white belly? When they were young frogs, they quickly understood the language describing the appearance of tadpoles and frogs, easily reproduced the growth process of this animal in their minds, successfully solved the difficulties in teaching, and at the same time, effectively cultivated the observation, language expression and imagination of mentally retarded children.

3, simulation, compensation for defects.

Children with mental retardation have poor observation, superficial appearance, unstable reproduction and insufficient imagination, which greatly limit their intellectual development. Multimedia technology can combine sound, shape and color, turn static into dynamic, turn abstract thinking into visual demonstration, let mentally retarded children know the nature and law of things from intuitive perception, reduce the difficulty of understanding and broaden the breadth of thinking. For example: teaching? In the lively and interesting music accompaniment, the mentally retarded children are introduced into the beautiful nature, and four flowers are opened on the screen, and then one flower is flashed, so as to guide the mentally retarded children to understand? 4 and 1 make up 5? Next, three butterflies appeared on the screen and stopped on the flowers, and then two butterflies appeared flying to guide the mentally retarded children to understand again? 3 and 2 make up 5 ".In this way, mentally retarded children learn abstract mathematical knowledge, improve their generalization ability and effectively compensate for their defects under the intuitive, concrete and simulated physical demonstration. The involvement of multimedia has brought new vitality to the classroom teaching in our school, optimized the teaching structure, improved the teaching effect and played an important role in the development of students.

Second, information technology activities promote the physical and mental development of students with mental retardation

Due to various defects, students with mental retardation (including autism and learning disabilities) are significantly different from those with normal development in their study and daily life. Through systematic and perfect training, they can improve their computer application ability, master a skill and lay a solid foundation for their future entry into society.