对我国培智课堂高质量教师反馈的评价标准构想——以某培智学校课堂为例

The Evaluation Standard Formulation of the High Quality Teachers' Feedback in Chinese MR Education Class——Take a MR Education School as an Example

随着近年来特殊教育的发展,培智教育也开始从注重"量"到注重"质"转变,越来越多的培智学校希望切实提高其教学质量,而教师反馈作为教学中的一部分,对学生的学习具有一定的影响。文章通过对某培智学校课堂的教师反馈进行观察和记录,指出了目前培智课堂教师反馈存在以下问题:(1)未建立起反馈的循环模式;(2)缺乏支架支持;(3)缺乏详细信息的提供。在结合这些问题和英国班级质量评估量表(简称class量表)中教师反馈质量的评价标准,提出了我国培智课堂高质量教师反馈的评价标准构想,以期为今后的培智教学提供建议与参考。

In recent years, follow the development of the special education, the focus of MR Education(mental retardation Education) has been transformed from ‘quantity'to ‘quality'. More and more MR Education schools hope to practically realize the promotion of the quality of the education. As the part of education, the feedback of the teachers has a certain influence on students' study. In this article, through the observation and record of the feedback of MR Education teachers, some problems of the teachers' feedback are pointed out as follows:(1) The circulation mode of feedback is not founded;(2) Lack of frame support;(3)Lack of detailed information provided. In combination with these problems and the evaluation standard of the teachers' feedback in the English class quality assessment scale(short for class scale), the evaluation standard of Chinese MR Education high quality teachers' feedback has been proposed, so as to provide some suggestions and reference for MR Education in the furture.