Especially our mentally retarded students, who have weak transfer ability and low understanding ability, often encounter many difficulties in mathematics learning, which requires teachers to make use of various favorable factors in the teaching process to fully mobilize the learning enthusiasm and initiative of mentally retarded students, so that they can improve their ability to learn mathematics faster and better.

Keywords: New Curriculum Standard: Mathematics Teaching for Students with Mental Retardation: Hierarchical Teaching of Mathematics Ability

The cultivation of mathematical ability involves many aspects. Students with mental retardation are relatively weak in math learning, so the cultivation of their math ability needs to be concrete. Through three years of mathematics teaching for students with mental retardation, I think it is particularly important to cultivate their abilities of intuitive observation and judgment, action thinking, image thinking, initial logical thinking, mathematical language expression, and understanding and practice of mathematics. So what methods can be used to better cultivate these mathematical abilities of mentally retarded students? The following are some of my experiences in teaching:

First, take the situation as the carrier to cultivate students' ability of observation and judgment.

"Situational creation" plays an extremely important role in mathematics teaching for students with mental retardation. The main purpose of creating teaching situation is to stimulate students' interest in learning and generate internal motivation, to help students with mental retardation better understand and comprehend in the process of mathematics learning, so as to improve their ability to learn mathematics.

1. Choose the familiar life scenes of mentally retarded students.

We can directly select familiar daily life situations provided by textbooks for processing or create real life situations that students with mental retardation are interested in as classroom situations, so that they can realize the connection between mathematics and life and enhance students' interest in learning mathematics. For example, in the teaching of "knowing the number within ten", I let students observe the classrooms they are familiar with and let them say what our classrooms have and how many. Through observation, students have said that there are 1 TV, 2 doors, 4 windows and 8 students in the classroom. This design starts from the familiar situation around students, arouses students' life experience, makes students realize that mathematics is around, enhances the fun of learning mathematics, and thus improves students' ability to observe and judge mathematics.

Step 2 create interesting situations

In the process of mathematics teaching for students with moderate mental retardation, creating a situation into an active situation can fully arouse the learning interest of students with mental retardation, make them active in mathematics classes, learn mathematics knowledge in the process of speaking, doing, listening, watching and thinking, and improve their mathematics ability. It better ensures the main position of mentally retarded students in mathematics learning, and is conducive to their transition from action thinking to concrete image thinking. In teaching "Composition of 10", I created a situation in which a little monkey picked peaches, and asked the students to help the little monkey pick peaches, put the picked peaches in two plates and think about how to divide them. In the process of learning, all the students in our class actively participate in it. Under the situation created by the teacher, they jumped up, reached out to pick, think and grade, which deepened their understanding of new knowledge and laid the foundation for their initial practical application ability.

3. Creating mathematical situations in community teaching.

Mathematics learning comes from life, but the ultimate goal is to apply it to life. Our community teaching provides rich teaching resources for our teachers and students. For example, according to the theme of this month's community teaching unit-understanding rain gear, the composition of "3" was taught in our community management unit "Xinyijia Supermarket". The teacher took out three umbrellas and asked the students to give them to two teachers. How do they divide it? Students score one point by themselves and come to the conclusion that 3 can be divided into 1 and 2. Under the guidance of the teacher, the students came to another conclusion: 3 can also be divided into 2 and 1. This not only cultivates students' observation ability and practical application ability, but also lays a good foundation for mentally retarded students to develop their inquiry consciousness.

4. Dynamic situation creation

In mathematics classroom teaching, I teach according to this month's unit theme teaching content, combined with Chinese and community practice knowledge, and apply the video materials taken in community practice to mathematics teaching activities. For example, the theme of this month's unit in our class is-understanding food, injecting mathematics teaching into the process of understanding "food" in community supermarkets, and filming these teaching activities and showing them in mathematics class with multimedia. This kind of dynamic situation creation can not only make full use of teaching resources, but also make mentally retarded students excited to see themselves in the video, stimulate their interest in learning and let them participate in mathematics learning more actively.

5. Construct a hierarchical situational system.

In teaching activities, in fact, not only one situation is created, but teachers create a variety of situations by means of sound, pictures, objects and scenes. These situations should be an interlocking and gradual situation system. This requires teachers to fully understand the curriculum standards, thoroughly understand the teaching materials and understand the students. On this basis, they can seamlessly connect from one situation to another, making the created situation an organic system and giving students a holistic and immersive feeling. In the composition of Teaching 6, I first show the "zoo" and ask students to count several animals. During the visit to the "Zoo", the little monkey asked the children to help pick peaches, the mother duck asked the children to find the baby duck, and the father bear tested the children. In this way, according to the development logic of things, students have a high motivation to learn and have no sense of boredom.

The creation of classroom situation creates a window for students to learn mathematics knowledge, through which students can observe and help them improve their mathematics learning ability.

Second, take operation as a means to organically combine observation, thinking and language expression.

The learning process of mentally retarded students is mainly a low-intelligence thinking activity with hands-on operation as the main body, and his mathematics learning cannot be separated from specific practical activities. Paying attention to hands-on operation is one of the most effective ways to develop students' thinking and cultivate their mathematical ability.

(A) orderly operation process

According to the characteristics of mentally retarded students' weak logical thinking, poor migration ability and weak understanding ability, fuck

It is particularly important to make the process orderly.

Case: 4 MINUS a few, the teaching procedure is divided into three steps.

The first operation: first take out four snowflakes and put them on the desk, counting while taking them. Q: How many snowflakes are there on the table? The student replied: 4 snowflakes. Ask again: How many of the four snowflakes are there? Operation: Students show the number "4" and put it under the snowflake.

Step 2: Please pick up one of the four snowflakes and hide it in the drawer. Q: How can I express a snowflake quietly? Operation: Students show the number "1" and put it on the desk.

Step 3: Q: How many snowflakes are left on the table? Operation: Count and ask: How can it be done? The student replied: Do it by subtraction. Action: Put a minus sign between the total number 4 and the subtraction number 1. This kind of teaching embodies the cultivation of simple and intuitive comprehensive ability, while operating, thinking, promoting thinking with operation, and guiding operation with thinking. Therefore, the operation activities should be carefully designed to make the thinking clear and orderly. Through such orderly operation activities, they not only cultivate their positive action thinking, but also improve their image thinking ability and preliminary logical thinking ability.

(B) the harmony of multiple senses

In the content of mathematics teaching, many problems need students' brains, hands, mouths and mobilization.

A variety of senses, * * * to participate in activities, can achieve the ideal teaching effect, especially for mentally retarded students.

So ... When learning the square, rectangle and triangle of plane graphics, guide the students to try.

Use sticks, woven belts, etc. Form the above figures and let the mentally retarded students touch them with their little hands.

Perceive, deepen understanding, and build rich appearances. If you use four sticks, you can form a square.

Shape, rectangle can be surrounded by weaving strips around the book, which not only stimulates

Students with mental retardation are interested in learning mathematics and their thinking ability has been improved.

(C) to promote the development of multi-evaluation mechanism

In the teaching process, while practicing and consolidating this piece, teachers leave a certain learning space for students with mental retardation.

Students carry out self-evaluation, self-revision, mutual evaluation and mutual modification, and cultivate wisdom through such a multi-evaluation mechanism.

Obstruct students' mathematical cognitive ability and expressive ability, and establish self-confidence in learning mathematics.

Fourth, to promote cooperation and exchanges between students with mental retardation with mutual assistance as a platform.

The new curriculum standard of primary school mathematics points out that effective mathematics learning activities cannot be simple.

Simply relying on imitation memory, hands-on practice, active exploration and cooperative communication is the number of students learning.

An important way of learning. But this goal is unattainable for students with mental retardation. They can

With the guidance and help of the teacher, I can do simple operations and exercises by myself, and I can pass them.

Long-term repeated training can form habits and can be used for the goal of active exploration and cooperation and exchange.

It's hard now. But in fact, they need such education and teaching to improve.

What about the ability to learn mathematics? This requires our teacher to find a way to build an apartment for it.

Taiwan Province, let students with mental retardation have better interaction and communication. The following is the math I calculated according to my classmates in this class.

Mutual assistance mechanism established by ability differences;

(1) Students are grouped according to the principle of "different groups within the group". Although our class

* * * * There are only 9 students, but the individual differences are quite large, so it is impossible to be "homogeneous between groups" when grouping. I divided the nine students in this class into three groups according to the stage growth goal of each student and the reasonable collocation of thinking ability, understanding ability, practical ability and temperament type. Divide students with good academic performance into a group of students with poor academic performance to be improved; Put students with strong hands-on ability and organizational ability into a group with those who have just entered the class and need to consolidate their behavior habits and study habits repeatedly; Students who are average in all aspects but can supervise each other are divided into one group. Through this combination, every mentally retarded student can get different development in mathematics learning.

(2) Layout of tables and chairs: the long-standing "paddy field" spatial structure is changed into a "U" shape.

The purpose of structural arrangement is to shorten the distance between students, teachers and students, facilitate mutual assistance and communication within the group, and facilitate teachers to provide personalized counseling to students with mental retardation.

(c) Organize students to help each other in groups: the classes of mentally retarded students should be more abundant.

Colorful, stimulate students' senses, and better mobilize the enthusiasm and initiative of students with mental retardation. Therefore, the teacher will arrange various exercises around the whole classroom for students to do, and the students who study well in the group will help the students who study poorly to do exercises, and stick a sticker to draw a picture to help them understand. In the usual homework, the students who study better help the students in the group understand the meaning of the topic and solve simple math problems according to the guiding ideology taught by the teacher.

(d) Organize the whole class to help each other: during the class, the teacher will call individual students.

Born to answer questions, but because of some difficulties in language expression, the teacher asked the whole class to help him say what he wanted to say completely, which is conducive to relaxing students' nervousness, adjusting their thinking and adjusting the classroom atmosphere.

(5) Give full play to teachers' leading role and strengthen mutual learning monitoring. Students with strong ability in the group have great limitations in the process of helping their classmates, because as a mentally retarded student, his original awareness of active learning is quite weak, and sometimes there will be wrong guidance and help, which is not conducive to the acquisition of knowledge. At this time, teachers should go deep into the study group, participate in the learning activities of students with mental retardation, give guidance to the problems arising from their mutual learning, pay attention to monitoring the process and quality of mutual learning at any time, help students with mental retardation master the methods of guidance and help, and promote mutual communication between students with mental retardation.

In a word, the cultivation of mathematical ability of mentally retarded students is of great significance to their future development and lays a good foundation for their future integration into community and social life. This also requires our special education teachers to study the "new curriculum standard" hard, actively absorb advanced teaching ideas and teaching concepts, and closely link the characteristics of mathematics classroom teaching in mentally retarded schools with the teaching concept of "new curriculum standard", so that our mentally retarded students can study happily in a more optimized and harmonious teaching atmosphere. I believe that through our joint efforts, their mathematical ability and comprehensive quality will be greatly improved.