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随班就读的轻度弱智儿童在与普通教育教学的一体化过程中,显然会出现因智力差异而带来的思维差异、能力差异与活动差异。不少随班就读学生,由于长期处于被人忽视的地位,学习时受到挫折,就被人丢置一边,随之产生自卑与焦虑。教师除了通过心理咨询等方式正面引导这些弱智生逐步排除障碍,正确对待挫折,培养顽强意志,尽力唤起自信心外,还必须在课堂教学过程的规范上力求有实效。我们在探索与实践中,由点及面地选择了11所小学(各年级均有随就读学生的学校)要求规范以下两项
In the process of integration with general education and teaching, the mildly mentally handicapped children attending regular classes obviously have the differences in thinking, ability and activity resulting from differences in intelligence. Many students studying in regular classes, due to their neglected status for a long time and the frustration in their studies, have been left to their side with the resulting inferiority and anxiety. In addition to directing these mentally handicapped students to gradually remove barriers through proper counseling, teachers treat frustration correctly, train tenacious wills and try their best to arouse confidence. They must also strive to be effective in the norms of classroom teaching. In our exploration and practice, we selected 11 primary schools (each with their own school) in order to regulate the following two