智力障碍儿童的课堂适应

Adaptation to Classroom Education of Children with Mental Retardation

对智力障碍儿童的课堂适应情况进行研究,符合特殊教育学校课程改革的要求,有利于提高智力障碍儿童学习的质量以及教师的教学能力。本研究采用＂智力障碍儿童课堂适应（教师评）问卷＂,对230名智力障碍儿童的课堂适应特点进行探讨。通过研究发现：智力障碍儿童的课堂适应总体水平偏低,他们在课堂适应的各个维度上发展不平衡,对课堂物理环境的适应分值最高,对课堂学习的适应分值最低;智力障碍儿童的课堂适应不存在性别差异,但存在年级、障碍程度的差异;智力障碍儿童与普通儿童的课堂适应特点不同,智力障碍儿童的课堂适应水平随年级的升高而逐步提高。因此,教师应帮助智力障碍儿童熟悉课堂环境,建立和谐的课堂人际关系。

Research on class adaptation for children with mental retardation is the requirement of cur-riculum reform in special education school,and is also conducive to the improvement of students and teachers.The research takes advantage of the questionnaire on intelligence disability students’class adaptation （teacher evaluation）to explore the class adaptation characteristics of the children with mental retardation.The result has the following indications.Most students’adaptation is rather low, below a critical value,and unbalanced,higher in physical environment adaptation and lower in learn-ing adaptability.There is no distinction between male and female students,but in degrees of mental retardation and grades.The students with mental retardation have different class adaptation character-istics from the common student.The level of class adaptation for students with mental retardation is consistent with their age.Therefore,the teacher should help children with mental retardation to un-derstand the situation and establish harmonious relationship in the classroom.