First, a reasonable choice of content to adapt to the physical and mental characteristics of students
At present, the textbooks used are written for mild and moderate students, but the students we recruit at present are mainly moderate and severe students, and their abilities in memory, understanding, imagination and thinking are poor, so it is difficult for them to make full use of the existing textbooks. So I selected some visual contents from the teaching materials for students to learn; Combined with the characteristics of mentally retarded students who like to listen to and recite nursery rhymes, we boldly try to teach literacy and learn words with nursery rhymes. First, let students and teachers recite nursery rhymes together, and then find out new words and phrases suitable for them to learn. Combined with the characteristics of students' love of sports, some practical activities are added to make students learn in practice, not stick to textbooks, but teach with textbooks instead of completely. In this way, the selected reading content and supplementary content in textbooks are reorganized, which reduces the difficulty of teaching content and meets the needs of students' physical and mental development.
Second, teaching students in accordance with their aptitude to promote the all-round development of students
There are differences between people, especially students with mental retardation. There are great differences in students' memory, perception, thinking, interest and emotion. If only a single and collective teaching mode is adopted in teaching, it can't meet the needs of each student's development, so I adopt stratified and individual teaching to make up for the deficiency of the single and collective teaching mode, and make individual education plans for each student according to their different characteristics. Students are divided into three levels: A (good level), B (general level) and C (poor level), and different teaching objectives are drawn up for students of different levels in teaching. For example, when learning to look at pictures, students in Group A are required to read new words, words and sentences, write new words and understand the text. Students in group B are required to read new words and phrases, read sentences with teachers, write new words and understand the text under the guidance of teachers. Group C students are asked to read new words, words and sentences with the teacher, and the teacher can write new words hand in hand with the students. There are also differences among students at the same level. In specific teaching, it is necessary to combine students' own characteristics for individual counseling to meet the needs of all students, so that each student can get maximum development and experience the happiness of success.
Third, integrate disciplines to promote students' all-round development.
At present, the courses used adopt subject-based teaching, which has long emphasized subject-based teaching and lacks the integration of disciplines. The concept of the new curriculum tells us that to dilute the boundaries of disciplines, each discipline cannot exist as an isolated discipline, and there are internal relations between disciplines. In teaching, I combine Chinese with other subjects reasonably, and use the knowledge of other subjects to help students understand the content of Chinese teaching and promote their all-round development. For example, when learning "head, mouth and hands", I applied the gymnastics "my head, my shoulders, this is my chest ……" in aesthetic education to teaching, so that students can know all parts of the body while doing gymnastics, and then learn the new word "person, head, mouth and hands", which not only cultivated students' physical coordination ability, but also achieved the purpose of literacy teaching; When learning Boat, let the students close their eyes and listen to the song Boat, and imagine the beautiful night sky while listening. After listening to the song, let the students draw their own night sky map and apply music and art to Chinese teaching. From the intoxicated expressions of the students, we can see that what they see is no longer some rigid words, but a vivid and beautiful picture is formed in their minds, and they feel the beautiful artistic conception contained in the poem.
Fourth, create situational teaching to improve students' interest in learning.
Students with mental retardation are distracted, and if they want to actively participate in teaching activities, they must firmly grasp their hearts. If students' interest in learning can be aroused, learning efficiency will be twice as effective. In teaching, I create situations by playing games and telling stories, which greatly improves students' interest in learning. For example, before learning the text "Crossing the Bridge", I told my classmates a short story: One day, it was raining heavily. Lei Feng and several small students went to school and saw the river crossing the small bridge. The small students couldn't cross it, but in the end they all passed. Do you want to know how they got there? As soon as the students heard the story, their attention was immediately focused. After they finished speaking, they wanted to know how the little students crossed the bridge, so they couldn't wait to learn the text "Crossing the Bridge". In this way, students have changed from passive learning to active learning. When learning the text "The Tortoise and Rabbit Race", they created a game situation, so that students can participate in the game and play the role of rabbits and turtles, and experience the meaning of the text in the game. The students are scrambling to perform, and they don't want anyone to perform. Even the students who have always been quiet in class actively participated in the performance. Although the students' dialogue is not coherent and their movements are not beautiful, they can appreciate the meaning of words in the game and know that learning from the little turtle instead of the proud rabbit is enough to show their inner happiness.
Fifth, pay attention to students' emotions and improve their self-confidence in learning.
Most people have some misunderstandings about students with mental retardation, thinking that mental retardation is equivalent to stupidity, unresponsiveness, quality and so on. As a teacher, in the actual teaching process, I found that the psychological sensitivity of students with mental retardation is obviously higher than that of ordinary students to some extent, just because they often have certain obstacles in expression and often can't accurately express their emotions and ideas, thus causing us psychological illusions and ignoring their psychological comfort and respect. In my opinion, as a Chinese teacher, we should not only impart knowledge in daily teaching, but also do a good job in moral education, always pay attention to the growth and changes of students' psychology, adjust students' learning mood in time, praise and encourage students' progress in learning in time, help students build up their self-confidence in learning and stimulate their interest in learning.
In short, in Chinese teaching for mentally retarded children, we should be student-oriented, use teaching materials flexibly and adopt various methods to improve students' interest in learning, cultivate their abilities in all aspects and promote their all-round development. It will lay a good foundation for mentally retarded students to integrate into the mainstream of society and become self-reliant workers in the future.