共查询到19条相似文献，搜索用时 250 毫秒
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随着特殊教育的发展和课程改革的不断深入,以生活化教学为代表的先进教学理念以及现代化教学策略逐渐在特殊教育学校被广泛应用,并显著提升了培智数学课堂教学效率与教学质量,助力培智生数学综合能力的发展。基于此,文章分析在培智数学课堂教学环节中合理引入生活化教学法的实践策略,确保特殊教育教师教学的有效性。 相似文献
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文章对培智数学活动课进行再研究,提出了培智数学活动课“让学”的主张,并提出如下观点：正确评估学生,“让学”有据;耐心等待学生,“让学”有时;有效提问学生,“让学”有理;培养学生良好学习习惯,“让学”有终的“让学”策略. 相似文献
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培智数学课效率不高,这是不争的事实,如何提高培智数学课堂教学的有效性,我们武进特殊教育学校培智数学教研组进行了数学活动课程的研究,试图以此为突破口,进行培智数学课多样化的探讨。活动课程是指由学校教师有目的、有计划、有组织地通过多种活动项目和活动方式,综合运用所学知识,开展以学生为主体,以实践性、自主性、趣味性为主要特征的多种活动内容的课程。开设活动课程,是智障学生学习数学知识、丰富数学知识,具有一定的解决生活实际的数学能力,并具有一定的终身学习能力,以更好地适应社会,适应生活的需要。 相似文献
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伴随着特殊教育新课程即将实施,积极推动培智数学学科的健康发展,以培智学生的发展为基点,探索适合培智数学课程实施的新的途径,结合自身教学实际谈一谈培智数学课程建设的几点思考.培智学校数学课堂教学为更好地实现教育目标,必须开展有效性的教学活动。 相似文献
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随着研究的深入,课程是否能够满足智力残疾学生教育的需求越来越受到关注.我国以智力残疾学生身心发展的特点为依据,吸取我国特殊教育工作的成功经验,借鉴国外特殊教育和普通教育的先进理论和成功实践,根据我国特殊教育的现状,重新制定了培智学校课程方案.通过解读此方案,对培智学校课程的发展有了更深入的了解. 相似文献
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Chen Yunying research fellow tutor of doctoral candidates at China National Institute for Educational Research 《教育研究》2007,(11)
培智教育是我国特殊教育的重要组成部分。通过调查显示,目前我国培智教育学校办学形式多样但规模较小,招生出现多种类型残疾学生同在一所学校的情况。培智教育学校的办学困难既有办学条件方面的也有家庭经济状况的因素。发展培智学校教育有利于教育体制与体系的现代化,因此,应对培智教育学校性质进行界定,进一步完善我国的相关法规和政策;加强对培智教育学校的支持、管理与督导,提高培智教育的规模效益,提高教育管理者依法治教的意识及对培智教育的认识;重视对培智学校义务教育新课程的研究,加强对培智教育本质问题的探讨,以逐步构建培智教育的理论,推动我国特殊教育事业的发展。 相似文献
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全国首届培智学校青年教师基本功大赛落下了帷幕.本届大赛组织者的本意是"为加快我国特殊教育青年教师队伍的培养,推进我国培智教育课程改革,提高培智学校教育教学质量,促进培智学校青年教师的专业发展,同时,也为全国的特殊教育学校搭建展示和交流的平台,促进培智学校发展",而且特别强调"重视选拔的过程,通过这个过程促进各培智学校重视教师队伍专业化的建设". 相似文献
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研究以社会适应能力为本的校本课程开发为切入点,以兰州市一所特殊教育学校为例,运用观察法,访谈法对培智学校校本课程进行研究,分析了培智学校校本课程开发的目标、内容、组织以及评价,提出有关培智学校校本课程开发的相关策略。 相似文献
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培智班是我国特殊教育体系中与特殊学校及随班就读并存的三大模式之一,无论在特殊教育理论脉络及现行教育体制下,均具有重要地位.本研究以参与观察、深度访谈、文本资料收集等方法对粤东某小学培智班进行深入剖析,挖掘出其存在经费投入不足、师资队伍建设落后、教学内容不符特殊教育需要、教学方法脱离现实生活、家长参与程度不足、出现停办趋势等问题,并提出加大经费投入、加强师资队伍建设、加强家校沟通及关注培智班停办趋势等针对性的政策建议,以此深化对培智班模式的探讨. 相似文献
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由于先天性智力缺陷,智障学生的思维直观、反应迟钝,存在着动作感知、语言、情感等方面的缺陷.因此培智学校的有效教学不仅需要关注学生基本知识技能的掌握,更需要关注学生生理、心理的缺陷补偿.通过实施《培智学校义务教育课程设置实验方案》,泰州市姜堰区特殊教育学校使用上海卢湾区辅读学校生活数学教材在数学教学的有效性方面取得了一定成效.文章根据智障学生生理、心理发展特征,结合教学实践,探索了一些“活”用生活数学教材的方式、方法. 相似文献
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基于全纳教育政策,美国为障碍儿童提供了4大类全纳程度不同的安置方式。经过多年的实践,已形成了比较稳定并具有一定合理性的安置模式。以学生的最佳发展为目标,不同类别的残疾学生在安置上差别很大。非智力落后或轻度感官障碍类学生以普通班级为主,智力落后类和重度感官障碍类的学生则以分离班级和资源教室的安置为主,全国60多万智力落后的中小学生中只有约10%被安置在普通班级里。 相似文献
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建构五年制学前教育大专课程体系的思考 总被引：1，自引：0，他引：1
杨丽华 《昆明师范高等专科学校学报》2002,24(2):53-56
五年制大专学前教育专业是特定历史时期高等教育体系中的特定学制，是我国师范教育改革过程中的特例。针对这一特殊学制的存在和发展，认真研究五年制学前教育大专课程体系的建构，准确把握五年制的培养目标、规格、人才质量标准等，有着极其重要的现实意义和深远的影响。本试图对五年制学前教育大专课程体制的建构作探讨研究，力求使之成为具有五年制自身教育教学特征的新型课程体系。 相似文献
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Special education and subject teachers’ self‐perceived readiness to teach mathematics to low‐performing middle school students 
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下载免费PDF全文 Ulrika Ekstam Johan Korhonen Karin Linnanmäki Pirjo Aunio 《Journal of Research in Special Educational Needs》2018,18(1):59-69
Educational reforms during the last decade have led to a more inclusive environment for students with different needs and have placed demands on teachers’ readiness to instruct diverse students in the general classroom. Previous research has ascertained that student achievement is correlated with teacher quality and teachers’ efficacy beliefs. Today, basic competence in mathematics is more important than ever for managing routine day‐to‐day activities and therefore, identifying and educationally supporting students with low performance in mathematics is necessary. The aim of the study was to investigate the perceived teacher efficacy beliefs of special education and mathematics teachers when teaching mathematics to low‐performing middle school students. Results indicated that special education teachers had higher teacher efficacy beliefs than mathematics teachers. Teacher experience, certification or gender had no effect on teachers’ efficacy beliefs. Furthermore, subject teachers reported high pedagogical knowledge for teaching low‐performing students, and special education teachers reported having moderate mathematical subject knowledge. 相似文献
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In this paper, we try to examine the classical sociological points of special education, especially the organizational form of special education, social background of students and the minority status of students. The material of the study was collected mostly during 2003 from one large city in Finland. This city has more than a 100‐year‐long tradition of organizing special education, and it is also still organized very traditionally, that is mainly in special schools. The oldest functioning special education school was founded in 1901. This form of organization based on special schools is no longer typical in Finland. Over 1000 questionnaires were sent to special education school teachers, and students and their parents, as well as to special needs assistants. The percentage of returned responses was between 70% and 80%. Local material is practically the only way to get information of these critical points because of the Act on the Protection of Privacy and the administrative orientation of state statistics. The results show that boys are strongly over‐represented in special education. Over three out of four of the students in classroom‐based special education are boys. According to our comparison, the children from immigrant families account for less than one out of ten students in general education, but in classroom‐based special education they represent nearly 14%, and in part‐time special education as much as one‐quarter (25%). The form of education differs also in regard to the social class of the parents. The parents have been divided into upper, middle and lower social classes according to their occupation. The proportion of upper‐class parents of the student group in general education (42%) is doubled when compared to the parents of both special education groups. The majority of the parents of severe disabled students support the idea of special education schools, but the majority of the parents from the other special education groups are in favour of education in the nearest school. 相似文献
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王云 《齐齐哈尔师范高等专科学校学报》2009,(6):118-119
中国的书法有着育德、启智、健身、审美等诸多方面的功能,而师范学校开设书法课,正是因为从学习书法过程中找到了提高学生多方面素质的契合点。书法课以必修课的形式出现,并以书法教育作为素质教育的突破口,可见,在书法教学中,对提高学生的综合素质,促进学生的全面发展,将起到不可忽视的独特作用。 相似文献
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人的精神性的发展是人的发展的最高境界.人的精神性发展包括求知、行善、致美等方面,其形成有赖于以一种精神来陶冶人的学校教育.现实中的学校教育正呈现出一种非精神化的倾向,功利主义成为学校教育的主导性思想,由此而于无形之中对年轻人的精神成长产生诸多消极影响.为此,学校教育必须要摒弃教育教学活动过程中的功利性倾向,让学校成为学... 相似文献
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In light of the convincing claims extolling the multifaceted merit of the “genetic” (historical) approach in designing learning materials (Matthews 1994), we developed an experimental course in optics. We tested the new materials and determined their effectiveness in a year long course given in several 10th grade high school classes. A special feature, which soundly contrasted our course from a typical one, was its essential incorporation of historical contents: the ideas, views and conceptions which constituted the early understanding of light and vision. In this report, we present that part of the assessment which concerns the course's impact on the students’ views about science and some related technological and cultural issues. In our analysis, we used a special hierarchical organization to represent pertinent data. Strong differences were found between the views elicited in the experimental group and parallel data regarding students in the control group. In our view, this demonstrated the advantage of utilizing historical materials in an aspect which is additional to our first intention – to improve students’ disciplinary knowledge. Such materials naturally address issues of much broader general interest, appropriate for physics education as opposed to physics training. Touching on a variety of features of science the materialspositively effect students’ views about science. 相似文献
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王子苓 《安徽教育学院学报》2011,(6):118-121
韩国首个以服务于数学和科学超常生的京畿道科学高级中学自1983年成立以来,至今已经发展到19所。韩国的科学高级中学具有若干特点,如严格的入学要求、提供两类特别的课程、培养学生的创造力、对国际奥林匹克竞赛的重视和注重学生的全面发展等。韩国的科学高级中学已经在韩国和国际上产生了一定的影响,它们的一些做法对于我国的英才教育会有一定的启发。 相似文献