Students are the masters of mathematics learning. Teachers should make them interested in what they have learned, actively participate in mathematics activities, and experience the sense of success in solving practical problems with mathematical knowledge, so as to be willing to learn mathematics and actively participate in it. This is true for ordinary students, and so is it for students with mental retardation. As a math teacher who has just come into contact with students with mental retardation, I have some opinions on cultivating students with mental retardation's interest in math learning through a period of teaching and consulting materials. Next, I will share them with you.
First, cultivate students' math study habits.
Aristotle, the great philosopher in the world, once said, "sow an action and reap a habit;" Sow a habit and reap a character; Sow a character and reap a destiny. " In the face of mentally retarded students, although they have some defects: some can't speak, some are timid, some are hyperactive ... but because of this, as teachers, we should cultivate their good study habits and benefit them for life.
I remember when I first started to be a math teacher in Class 3 for mentally retarded students. In the first class, the students greeted the teacher and were listless. Answer questions in a low voice and just sit in your seat, not knowing how to raise your hand; Not paying attention to the lecture in class; Talking, fidgeting and fidgeting, no matter how the teacher teaches, after a class, the teacher is thirsty and mentally exhausted, which is of no help. Faced with this situation, there is a big gap in my heart (because I was a deaf-mute student before, and I was mentally retarded for the first time). Later, after some thinking, consulting materials and communicating with colleagues, all of a sudden, I had my own ideas. The next day in class, the same teacher greeted his classmates. First of all, I set an example by myself, smiling, loud and energetic, and my classmates greeted me as loudly and neatly as I did. Then, I said, "Did you eat this morning?" Everyone replied with one voice: "Yes", and I said: "I obviously felt that you didn't eat, and your voice was so low." Unexpectedly, the students immediately tried it again, and this time the voice was loud, neat and powerful. Later, in math class, I worked out "Three Chapters of Covenant" with my students, which mainly focused on cultivating students' study habits, such as: sitting up straight in class, putting hands behind your back and keeping your waist straight; When answering questions, raise your right hand first, stand up after getting permission, and then answer. Although their memory is slow, they always forget to stand up or don't know how to raise their hands. I will remind the children with my eyes or pat them on the shoulder every class. After a long time, they will remember it slowly. Even if he doesn't listen carefully, hyperactive Xiao Xu has developed good study habits in a subtle way. When the roll call is made, the word "to" will be pronounced loudly and clearly. Now as long as I call the roll in class, the students will stand up and answer "here" loudly, or they can raise their right hands to answer questions. Perhaps these most basic common sense are extremely simple for ordinary children and belong to one point. But for students with mental retardation, we should constantly remind them and apply them to make them remember. Therefore, in teaching, I will not ask them to learn to calculate addition and subtraction or make great progress, but I will always insist on cultivating their good study habits, because "sow a habit and gain a character." As teachers, we can't neglect to teach students to develop good study habits because of their particularity, because good habits will benefit them for life.
Second, create a relaxed and pleasant teaching atmosphere
According to the latest Curriculum Standard for Compulsory Education in Mentally Retarded Schools, the classroom should emphasize "student-oriented" and pay attention to students. Although mentally retarded children are mentally retarded, in class, teachers should treat them equally, bend down, walk off the platform and communicate with them equally. Talk to them before class, first appease some active children, show their interest in studying with them, and let them know that the teacher is their good partner and become real friends with them. For example, Xu is active, lazy, untidy and sloppy in class. Faced with this situation, I pay close attention to him in every class. Sometimes I see that he is not focused, so I ask him to stand up and answer questions. Sometimes call him "Yunyun" to remind him to listen carefully in class; Sometimes let him tidy up his clothes; Sometimes he will be praised for his correct calculation. In short, he has made great progress now. Therefore, no matter how some children get out of control in the classroom, for a special education teacher, the ability to control the class should be reflected all the time, and the teacher should also respond to their reactions accordingly. Or high-five to show friendship, or shake hands to show friendship, or give a hug. A kind word and a small gesture make them feel a kind of warmth. From then on, they no longer regard the teacher as a stranger, but as their big partner and friend. Teachers only use this simple communication to enter their world, and they always feel the warmth of teachers, thus eliminating the gap between teachers and them, creating a relaxed and happy learning atmosphere between teachers and students, which is more conducive to them really entering the math world you want to teach them.
Third, actively guide and evaluate students.
As the saying goes, "a good word warms three winters, and a bad word hurts the cold in June", which means that no matter what kind of people you communicate with, you should pay attention to your own methods. Once we are wrong, it can't be undone. In the face of these mentally retarded students, as teachers, we should be more vigilant in this regard and contact them with more words of encouragement and guidance. I remember a math class, because of personal factors, I was grumpy during that time and demanded a lot of students. Before class, I summarized this class and evaluated the poor performance of my classmates in class. Suddenly, the students were so depressed that they didn't even have the strength to say goodbye to the teacher after class. Later, in the same class, some problems were still difficult for students to master, but I always encouraged students. When I saw a student who could not count, I praised him: "I hope he will continue to work hard today"; Seeing the student who can actively raise her hand to answer questions in class, I praise her as "a brave and clever student"; Seeing that most students can listen carefully in class, I praised them: "I have made great progress recently." After listening to my praise, the students became more and more energetic in their studies, and gradually stopped going to meetings at all, and gradually became interested in math classes. For example, Zhang, who used to be timid in class and had a low voice, now answers questions with a loud and fluent voice; Zhu, who had no concept of mathematics before, can now accurately tell the day of the week (her mother also thinks that the child has made great progress and gradually established the concept of number); Miss Wang Can also counted from 1 to 6. Cui, correctly calculate the addition and subtraction within 6 with finger algorithm; Tian can do simple addition and subtraction under the guidance of the teacher; Xu used to be very active in class and didn't concentrate. Now he can concentrate on a class 15 minutes at the teacher's reminder, and counting from 1 to 6 is correct. ...
From this, I think: although they are mentally retarded children, they are first and foremost human beings. Secondly, like human beings, they also have their own thoughts, but their thoughts are simple and naive, but we should never underestimate their thoughts. They can understand both good things and bad things. Therefore, as teachers, we should leave them more words of encouragement and praise to help them establish a positive attitude and make students interested in mathematics learning.
Fourth, rational use of modern teaching methods.
Facing students with mental retardation, we should reasonably use intuitive teaching tools, give full play to modern multimedia animation methods, and use teaching methods suitable for students with mental retardation in class to make abstract mathematical concepts and abstract time concepts concrete and visual. Guide students to learn mathematics knowledge from their favorite animated stories. For example, when understanding digital teaching, show some dynamic animations of butterflies, birds and puppies, guide students to observe beautiful pictures and teach them how to count. This not only helps to stimulate their interest in learning, but also improves their learning efficiency. Another example is the beautiful pictures, fairy-tale sounds and cute animals in the videos of "Smart Tiger Learn to Count" and "Children Learn to Count", which not only attract students' attention, but also stimulate their interest in learning. Facts have proved that mentally retarded students with poor foundation can stimulate their interest in learning and actively participate in teaching by watching cartoons, organizing discussions and simulating performances.
Five, relaxed and interesting classroom games
Classroom is the place where students learn, where teachers impart knowledge and where teachers and students communicate with each other. Therefore, the class is not only serious, but also interesting. Students with mental retardation have low intelligence, inattention, slow memory and slow reaction, and are not suitable for being teachers. On the contrary, they should be gradual, easy to teach and combine work and rest. Only in this way can students receive and learn knowledge invisibly. How much can an ordinary student accept if the teacher talks from beginning to end? Not to mention the special students. Therefore, when teaching students with mental retardation, teachers must combine games with teaching, so as not to make students mentally exhausted, but also to use students' texts to reflect the classroom. After a period of observation, I found that some students in our class are inflexible and uncoordinated, and it is difficult to raise their hands and clap their hands in class, let alone write and do their homework. In view of this situation, I often do this. For example, when learning "Knowing Number 6", after knowing and reading 6, I will ask students to leave their seats, stand in a row, stamp their feet (6 times), clap their hands (6 times), or look for objects that can be represented by 6 in the classroom, so as to consolidate students' mastery of knowledge. Sometimes a digital solitaire game is used before class, so that students can count from 1 to 6 according to the order of seats to complete the digital solitaire game. In this way, the tense classroom atmosphere suddenly becomes active, and students can also listen carefully when learning the next knowledge point, which improves the learning efficiency.
Six, simple and clear digital nursery rhymes
Mathematics class is very rigorous, but it is also boring and monotonous in the students' impression. Some contents are repeatedly explained by teachers and practiced by students, which may not be well mastered. In particular, students with mental retardation have the characteristics of poor memory, poor language expression ability, and their intellectual age is obviously lower than their actual age. When reading numbers, they often don't read or mispronounce. To a great extent, it is closer to the characteristics of students in primary schools and kindergartens. Through my continuous practice in teaching, I found that using simple and catchy nursery rhymes and nursery rhymes to educate and teach mentally retarded students, so that they can learn, recite and sing nursery rhymes, which not only satisfies their desire for knowledge, stimulates their enthusiasm for learning, but also achieves unexpected educational and teaching effects. Therefore, some popular mathematical nursery rhymes have become indispensable wisdom snacks for students.
For example, when teaching students to know numbers within 6, I show them chopsticks, ducks, ears, red flags, fish scales, bean sprouts and other things that students like to watch at school or wall charts to let them know the numbers, and help them remember them with children's songs: "0 is like eggs, 1 like chopsticks, 2 is like ducklings, 3 is like ears, 4 is like red flags fluttering in the wind, and 5" is another example. So I taught my students to say, "123, sit by the side;" 456, hands behind, 789, looking forward "nursery rhyme, when I said 123, the students said to sit up straight, which consolidated the study of numbers, developed students' language ability and realized the integration of resources among various disciplines.
Although it is a few short sentences, it highly summarizes the numbers contained in children's songs and skillfully combines the knowledge learned with children's songs. It is not only convenient for students to understand and master, but also can improve students' interest in learning, promote their further digestion and consolidation of knowledge, make students realize that learning mathematics is interesting and interesting, and make mathematics classroom glow with charming style.
Seven, the appropriate homework
In ordinary schools, homework is a test and consolidation process for teachers to master students' knowledge. In schools with mental retardation, homework is not so important to students with mental retardation, mainly because some students with mental retardation, Lian Bi, can't take it or write. If we put too much emphasis on homework, it will be counterproductive. Instead of stimulating students' interest in learning, it may make them hate math classes. Therefore, teachers should test students' learning and knowledge consolidation through other testing methods. It can be asking questions in class, listening to instructions, pointing to objects or counting. In short, it should be suitable for the actual situation of students and ensure that any form of homework is completed in the students' nearest development area. For the nine students in our class, I arrange my homework in time or according to the students' actual situation and knowledge. For example, Cao, Zhang, Wang and Xu are students with speech disorders and disharmony. I often ask them to read numbers after the teacher in class, or clap their hands and stamp their feet to count them, so as to deepen their study of numbers, reduce their writing workload or arrange only one or two lines of numbers when teaching them to write numbers. While other students are relatively better, I will let them learn simple formulas under the teacher's demonstration, such as calculating addition and subtraction within 6 on the blackboard, or looking for objects that can be represented by 6 in the classroom, and so on. Slowly, students fell in love with math class, and their attention in class was much more concentrated than before. In short, we can't ask too much for the homework of students with mental retardation. It is necessary to arrange homework that suits them reasonably and properly, and not arrange homework because of homework. It is necessary to reflect the individualization and individualization of special education, not to engage in a "one size fits all" teaching model, and to really seek the nearest development area for students from the needs of students.
Let students experience the happiness of success.
"Desire for success is everyone's need", and every student wants to succeed in learning and avoid failure. I remember that at the end of last semester, just after the exam, at lunch time, Yao Moumou, Liu Moumou and other students took the test paper and preached it everywhere. They got 100 in the math exam and got a reward when they went home. In fact, students with mental retardation are no exception. They are more eager for success and praise from others. Therefore, at work, I always remind myself: No matter what we are dealing with? We should all let them enjoy the joy of success. Once in class, I asked the students to sit up straight as usual and began to call the roll. Every time I call the roll, I choose students with a little better ability to take the lead as role models, and other students can follow suit. However, that time, I was the first to point at my classmate Zhang insincerely, thinking: Don't stand still, but to my surprise, she not only answered loudly, but also stood straight, with a loud voice and clear articulation. In my impression, she has always been a timid female classmate, not good at words, with a particularly low voice and unclear pronunciation. Seeing this, I immediately praised her in front of the whole class for her "loud voice, clear articulation and great progress", and other students applauded with me. Zhang Gaoxing kept his mouth shut. In the future, as long as Zhang raises his hand to answer questions in class, he will answer questions loudly every time. I will never see Zhang listening to her with her ears sideways again. Another time, after learning the number 1 to 6, I asked students to get out of their seats and look for objects that could be represented by the number 1 to 6. The students are eager to try to find them in the classroom. Most of the students found it, and some students finished it at the teacher's prompt. My students and I started at 65438. Through this incident, I reflected that everyone is eager for success, because success always excites people and produces positive emotions and emotions. Especially for special children, a successful experience is particularly important and will affect his life. Therefore, in the usual teaching, we should provide students with as many opportunities to experience success as possible, so that students can constantly stimulate their interest in learning in their daily life and study, so that they can experience the happiness of success, enhance their courage, establish self-confidence and dare to explore, so as to tap their potential and gradually become interested in math classes.