智障教育课堂指导语运用探析

The Exploration of the Use of Instructions in the Education Classrooms for Mentally-Retarded Children

智障教育课堂教学中,指导语作为师生信息交换的中介,对于课堂教学的有效实施起着桥梁的作用。智障教育课堂实践中,对于如何恰当使用指导语存在着三个误区:"不清晰""无指向"和"不存在"。要消除指导语使用的误区,需要明晰智障教育学校指导语的四种功能,即导向功能、反馈功能、强化功能和调节功能;正确把握指导语运用的四个原则:稳定性原则、准确性原则、简洁性原则和差异性原则;提高指导语运用的水平需要教师准确把握课程,细致了解学生,并建立反思习惯。

In the classroom teaching for mentally retarded children, instructions, as the medium for information interchange between teachers and students, play the role of a bridge. In the classroom practice of education for the mentally-retarded, there are three misunderstandings about how to employ instructions properly, namely,“unclearness”,“pointlessness”and“nonexistence”. To clear up the misunderstandings in the use of instructions, four functions of instructions in schools for mentally retarded children should be made clear, namely, orientation, feedback, reinforcement and adjustment; four principles of the use of instructions should be stuck to, that is, stability, accuracy, conciseness and discrepancy;the improvement of the application of the instructions needs the teacher’s knowing well of the curricula, detailed understanding of students and forming the habit of introspection.