On the "Life-oriented" of Intellectual Education Classroom Teaching

brief introduction

Dear leaders and teachers,

Hello, everyone. Welcome to our school to participate in this teaching and research activity. On behalf of our school, I would like to introduce the life-oriented teaching of mentally retarded students in our school.

First, school profile (first of all, I will briefly introduce the school)

(a) has a unique concept of running a school, running a school and educating people.

First, based on the special students, our school adheres to the school-running concept of "people-oriented, nurturing the disabled and becoming talents", permeates the school-running concept into all fields and links of management, pays attention to the development value of students, stimulates the surge of students' behavior and promotes the development of students' personality. "Everything is for students" is the concrete embodiment of the idea of "people-oriented" in running a school. It emphasizes the fundamental interests of respecting students, caring for students and developing students' personalities as the starting point and the end result of work, requires firmly establishing students' dominant position in school development, and always insists on not discriminating against students, respecting individuality, acknowledging differences and teaching students in accordance with their aptitude, so that every child can learn some life and survival skills, shorten the gap between them and healthy people,

The second is to strengthen the transformation of teachers' concept of educating people. The basic ideas of national curriculum reform are: student development-oriented, caring for students' needs, changing students' learning methods as a foothold, emphasizing that classroom teaching should be linked with life, and emphasizing that students should make full use of their own experience potential for constructive learning. Therefore, the new curriculum standard requires classroom teaching to be life-oriented. "Life-oriented teaching" is to let students experience and feel in learning and satisfy their aesthetic life and spiritual life. Its essence is generative thinking, which requires the teaching process to change from "knowledge-centered" to "student-centered", instead of taking the teaching process as "fact", it is realized as value, which is different from transmission.

Compared with traditional teaching, "generative" is the basis of his cognitive activities. Our school seriously organizes all teachers to learn the new curriculum concept, change educational ideas, update educational ideas, and further establish teachers' educational ideas. What we advocate is: let life enter education and let education change every child's life.

(B) the current situation of students

There are 7 classes and 88 students in our school, including 22 deaf-mute students and 66 mentally retarded students. In recent years, the proportion of students with moderate and severe mental retardation has gradually increased. The change of students' sources has changed the way of education and teaching in the school, and the focus of school-running goals has also shifted. Classroom teaching in mentally retarded schools has gradually become a new topic for mentally retarded students to learn to survive and adapt to life.

Children with mental retardation have low intelligence, which is manifested in slow learning speed, poor effect, difficulty in concentration, lack of planning and interest in learning, and weak comprehensive and application ability. These characteristics tell us that if we teach children with mental retardation some scattered and unconnected subject knowledge that requires analysis and comprehensive ability, they will certainly have some obstacles, such as their understanding of things is only superficial and it is difficult to obtain a complete image. Children with mental retardation have poor migration ability and low level of learning motivation, which is easy to weaken their interest in learning. Therefore, it is not feasible to adopt the teaching contents and methods of general education for children with mental retardation, and it is necessary to find effective curriculum contents and methods suitable for them to learn and master easily. Let the curriculum content and classroom teaching of mentally retarded education come alive, which is the goal that everyone should work together.

Second, "life-oriented" classroom teaching

(1) measures

1. Carefully arrange the course

In order to solve the problem that students are difficult to teach and knowledge is difficult to understand, our school has set up courses such as cross stitch, cooking, cake making, simulated family and simulated supermarket for different types of disabled students. Our school takes the cultivation of students' life skills as the starting point, creates characteristics and creates a warm and comfortable learning atmosphere for students.

Learning and living environment, in order to promote the all-round development of the disabled and help this group of special children to better integrate into society, 20 13 was successfully established as a "life skills characteristic school" in Tongliang District.

In order to enable students with mental retardation to improve their life skills comprehensively and systematically, be willing to explore, love life and promote social development, the school set up a school-based curriculum development leading group and compiled the School-based Curriculum for Life Skills Training Strategies for Children with Mental Retardation. Including: healthy eating, wearing, going to the toilet, cleaning, sleeping, etc. In this course, teachers are required to change from simple knowledge givers to instructors, supporters and collaborators of student activities; Its main task is not to explain the teaching materials, but to make use of the activity environment and conditions of each function room in the school, flexibly choose teaching activities and organizational forms, cultivate students' good behavior habits in combination with reality, protect and enhance students' curiosity, stimulate their desire to explore, and make them learn lively and grow up healthily.

2. Focus on the classroom and highlight the characteristics.

In teaching, we take the classroom as the starting point, focus on the improvement of life skills of all special students, take openness, experience, creation and development as the main line, and construct a teaching strategy and teaching model characterized by allowing students to experience and learn in simulated life situations, which has strong forward-looking and practical significance and provides a good example for the implementation of the new special education curriculum. Focusing on classroom teaching, the school has specially built situational classrooms such as simulated supermarket, family room, cooking room and cake room, and improved the hardware equipment for students to learn and teachers to practice teaching. The teaching mode of taking real tasks as learning content, combining knowledge learning with skill training, combining in-class training with extracurricular training, and combining simulated training with real training has been realized. Driven by the real teaching environment and training project tasks, students are actively guided to learn independently, and the knowledge and skills they have learned are directly applied to practice, which promotes the improvement of life skills of special children.

3. The function of function room in intelligent life teaching.

Simulated family takes life language, morality and life, routine and other courses as the carrier, so that mentally retarded students can master the most basic skills and etiquette in family life. "Simulated family" function room is equipped with real household necessities (wardrobe, dresser, cosmetic mirror, bed, quilt, mattress, etc. ). In the activity, teachers make full use of role-playing, situational teaching, cooperative inquiry and other teaching methods to cultivate students with mental retardation's basic life skills, family ethics and etiquette, home safety awareness and other aspects.

Simulated supermarket is a combination of labor and skills, life routine, life mathematics and other courses. In teaching, teachers make full use of curriculum resources and facilities in the function room. Let students learn about the related items in the supermarket and the skills of supermarket shopping in situational teaching, develop good shopping habits and supermarket etiquette, and have the relevant knowledge of supermarket shopping.

In addition, cooking and cake making improve students' practical ability and aesthetic ability, and cultivate students' good living habits. Enhance students' initiative and subjective consciousness, promote students' all-round development and lay a solid foundation for their lifelong development. Schools should regard campus as an important happy learning resource and give full play to its learning function. On the one hand, we should standardize students' behaviors and habits in the teaching of cooking and cake making. On the other hand, we should strive to create a rich living atmosphere, so that students can learn to sneak into the night with the wind and moisten things quietly. Make use of regular videos of related foods and exquisite cakes before and after class to make students unconsciously affected; Make full use of publicity columns, blackboard newspapers and other propaganda positions to display photos of students' various works; Let students experience the fun of sharing through tasting activities. Let every dish and cake speak, and let every student succeed.

4. Research on the subject of "life-oriented" education for mentally retarded children.

Our school has always attached great importance to life education for children with mental retardation and achieved remarkable results. 20 10 Our school undertook the key project of the 12th Five-Year Plan "Research on Life Skills Training for Children with Mental Retardation" and the sub-project of Chongqing.

Study on Good Healthy Living Habits of Children with Mental Retardation and February 20 13 were published respectively.

The problem was successfully solved in June 20 13. The school will explore the life-oriented classroom teaching of mentally retarded children in our school from the level of education and teaching research through the research of the subject; Encourage teachers to adopt advanced education and teaching concepts and use advanced education and teaching methods to educate children with mental retardation; Deepen the contact between school and family, call on parents to participate in students' life-oriented teaching, and the teaching results will satisfy parents; All the members who participated in the research in our school grew up, tried, made mistakes, summed up experience and finally summed up advanced experience.

(b) Results achieved

1, which improves the living ability of mentally retarded children in our school.

Through life-oriented teaching, the living ability of students with mental retardation has been obviously improved, which is manifested in five aspects: eating, dressing, going to the toilet, cleaning and going to bed.

2. Teachers' educational concept has been updated.

The concept of education is gradually formed by teachers in the practice of educational reform and development. Teachers' view of curriculum determines their view of teaching. The teaching process is a process in which teachers and students jointly interpret textbooks, interact with each other, listen to each other and share their own cognitive achievements. The development of life-oriented teaching requires teachers to constantly improve their professional awareness and educational wisdom. Driven by the study of life-oriented teaching in schools, teachers realize the necessity of life-oriented teaching for children with mental retardation by discovering and solving practical problems in their lives, effectively change their educational concepts, establish a teacher-led and student-centered concept, and promote students to continuously acquire corresponding life skills in practice. Through the study of life-oriented teaching, most teachers actively write papers around life-oriented classroom teaching. In recent years, the teachers who participated in the project have published "Talking about Normal Diet for Children with Mental Retardation", "Talking about the Cultivation of Personal Hygiene Habits for Children with Mental Retardation", "Talking about the Cultivation of Physical Cleanliness Ability for Children with Mental Retardation" and "Developing Good Hygiene Habits to Promote Children with Mental Retardation"

Chapter two: Speech by the person in charge of thematic teaching and research activities.

Speech by the principal of theme teaching and research activities

primary school

20 12- 10- 19

theme

Dear leaders and teachers,

Hello everyone!

The golden wind is refreshing and the sweet-scented osmanthus is fragrant. In this season full of harvest, we have ushered in the theme teaching and research activities of "Four Schools Consortium" in the east of Daqingzui Town. I am very happy to be the lead school of this activity, but I also feel a great responsibility on my shoulders. Here, on behalf of all the teachers in Xiaoling Primary School, I would like to express my heartfelt thanks and warmest welcome to all the leaders and teachers who participated in this activity. In particular, several leaders of the central school can come to our school to guide the work in spite of their busy schedules, which is even more commendable.

The three teachers who teach this teaching and research activity are Teacher, Teacher and Miss Wang. Among them, Mr. Wang Jin is a normal college graduate and took part in the work on 20 10. He is professional and pragmatic, and has his own unique views on teaching. Teacher Tao is a special post in 2009. She has worked in our school for three years, and now she has

After editing, Mr. Tao's family is from Liaoyuan City. As a child in the city, he can work so stably in the countryside, which is unexpected for me and other teachers in our school. Teacher Tao works very seriously and pragmatically, and the English scores of the classes she teaches and the two classes she represents are always among the best. Miss Wang is a substitute teacher. Although she is only a substitute teacher, her teaching experience is longer than that of Mr Wang Jin and Mr Tao Jinhu combined. She has rich teaching experience and meticulous work for more than 20 years. Her class has been among the best in the unified examination several times in a row. When I asked her to undertake this teaching and research activity at the beginning of the semester, Mr. Wang winced. She said to me, "Principal! You let me teach this class, I can! You asked me to teach teaching and research classes and engage in special teaching and research, but I can't! " Later, with my encouragement, Mr. Wang also undertook it and did a good job. Teacher Wang's idea is also the voice of most of our teachers. He doesn't want to do special teaching and research, and he doesn't know how to do it. In fact, thematic teaching and research is a school's teaching and research activities around a certain theme.

Carry out the theme. This research topic comes from the problems existing in teaching practice and teaching. This problem needs to be solved urgently, and it is also a puzzle for everyone. According to the requirements of the central school and the actual situation of our school, our school has determined the theme of this teaching and research activity: "Pay attention to interesting teaching and build an efficient classroom." Tolstoy once said: "Successful teaching needs not coercion, but stimulating students' interest in learning. "Interest is the best teacher for students. Only by trying to stimulate and cultivate students' interest in learning and make them love and enjoy learning can students enjoy learning and build an effective and efficient classroom. In these three classes, the teaching design of the three teachers is reflected to some extent. For example, in Mr. Tao's math class, Tetris game introduction, flash animation image demonstration, students' intuitive hands-on operation, step-by-step and colorful practical activities, and designing their favorite works were designed respectively. Teacher Wang Yanping introduced the rural scenery film, read the text by herself and drew her own thoughts.

Big garden. A series of teaching activities, such as lively conversation introduction, brain teaser to lead out words, teaching words with vivid body language, clapping words on the back of the hand, etc., all focus on stimulating students' interest and building an efficient classroom with interesting teaching mode. However, no one is perfect and the class is not finished. I hope that leaders and teachers can speak freely, give more valuable opinions, point out the shortcomings, make up for them, and achieve the teaching and research purpose of promoting and teaching each other.

Leaders and teachers, the chilly autumn wind blows a chill, but it can't blow away our deep enthusiasm for theme teaching and research. Let's take advantage of this theme teaching and research activity to carry out classroom teaching practice, pay attention to interesting teaching, improve the effectiveness of classroom teaching, make every effort to create an efficient classroom, and strive to push the theme teaching and research activity of primary schools in our town to a new level.

Thank you!

Article 3:

Hello, leaders and teachers!

Suhomlinski once said: If you want teachers' work to bring fun to teachers, so that attending classes every day does not become a monotonous obligation, then you should guide every teacher to the road of research. I like this sentence very much, but for various reasons, for many years, although our school will carry out teaching and research activities every semester, it has failed to let every teacher embark on this happy teaching and research road. In March this year, the theme teaching and research requirements issued by the teaching and research section of the further education school made this possible. It is the first time in our school that 86 people from 8 disciplines, including Chinese, Mathematics, Music, Physical Education, Fine Arts, Science, Quality Society and English, participated in thematic teaching and research activities.

The hardest part is actually in the beginning In order to implement this work, we have mainly done the following work:

First, change ideas and enhance the awareness of teaching and research.

Idea is the forerunner of action. To do a good job in thematic teaching and research, we must first change our concepts.

Read and raise awareness. Some teachers think that teaching research can't reflect the actual problems in teaching, let alone solve them. More importantly, most teachers think that teaching and research will not only take up a lot of time, but also distract themselves and directly affect the teaching effect. Based on this concept of teachers, our school has held many meetings with village principals and all teachers to emphasize the importance of this work, and educated all teachers through weekly study time, educating them to pursue their own growth as a need and a career, making becoming a good teacher their inner need, inspiring them to have the motivation of independent development and establishing the concept of lifelong learning.

Second, strengthen study and let theory guide practice.

Most teachers in our school have not received special training in teaching and scientific research. Teachers' overall teaching and research quality is low, so it is difficult to start with ideas, scheme design and specific operations. Some people are afraid to participate in teaching and research. These factors directly affect the smooth progress of thematic teaching and research work. In order not to affect the implementation process of thematic teaching and research, when formulating the thematic research plan of each subject, the guidance office issued to each sub-topic research group how to formulate the learning materials and standardized research plans. Let the teachers involved in the research learn from them step by step according to their own subject content. At the same time, teachers are organized to watch typical classes during business study time. In the case of the shortage of school book resources, actively guide teachers to search for relevant information online. This semester, searching for information on the Internet has become an important part of teachers' spare time.

Third, give play to the role of backbone teachers and promote the improvement of the level of * * *.

The teachers in our school are older, and 30 of the 86 teachers who participated in the theme teaching and research are close to half a hundred. In the thematic teaching and research activities, young teachers are relatively enthusiastic, while older teachers disagree, thinking that they will retire in a few years, and there is no need to learn to play the trumpet at the age of 80, so they have no active participation and input, thus affecting the atmosphere of the whole teaching and research work. In view of this situation, our school has adopted the practice of matching young and old, and backbone teachers and ordinary teachers participate in a sub-project research. So that everyone can divide the topic smoothly. In this semester's theme teaching and research activities, the teachers who participate in the teaching are the backbone teachers of each sub-research group. These teachers study with an open mind, look for information in many ways, and conscientiously implement research plans in classroom teaching. They have a sense of pioneering and innovation. Teaching and scientific research capabilities have been continuously enhanced. Become the backbone of teaching and scientific research in our school.

Fourth, let class, discussion and reflection become the process of our common improvement.

The trinity teaching and research model of teacher reflection, peer assistance and professional guidance is exactly what we are pursuing. Everyone who participates in the research is a magnetic field, and positive people radiate positive energy and inject vitality into the people around them. Negative people give off negative energy and hold others back. The teachers who attended the lecture all exuded positive appeal. They are constantly growing up by repeatedly pondering and trying to prepare lessons, changing teaching plans, evaluating lessons and reflecting, and at the same time, they are also driving their peers to grow together.

Teaching researchers are experts in this field, and their comments are our precious wealth. Small-scale thematic teaching and research activities, teaching and research staff

It left us valuable opinions, and before the large-scale activities, the teaching and research staff of various subjects provided us with research steps for reference. We organize teachers to study these viewpoints and research methods seriously and make them important materials for professional guidance.

By participating in thematic teaching and research activities, teachers' teaching methods and learning methods have changed, and teachers' concepts have been fundamentally updated by participating in thematic teaching and research activities. Calm down and reflect, and the only way to make the school theme teaching and research activities go smoothly is to study and study again. Compared with other advanced schools, there are still many gaps in the management of teaching and scientific research in our school. In the future work, we will seriously study the successful teaching and research experience, creatively manage and experiment in combination with the reality of our school, and strive to improve the teaching and research management level of our school and improve classroom efficiency.

The above are some practices and ideas of developing theme teaching activities in our school, which can not be regarded as achievements, but only as a beginning, a beginning. Theme teaching and research activities have a long way to go. I believe that in the future teaching and research work, under the guidance of the continuing education teaching and research section and with the help of the brother schools, we will continue to lead all teachers to seriously carry out education and teaching research, so that our teachers can improve in teaching and research, practice in improvement, grow in practice and make continuous achievements.