培智学校生活语文教学设计的现实特征与改进路径

The Practical Characteristics and Improvement Paths of Instructional Design of Life-Orientated Chinese in Special School for Mentally Retarded

生活语文是培智学校开设的一般性课程,其教学设计的科学性关系到学生基础语文知识与技能的获得以及生活适应能力的提高。文章采用文本分析法对三名培智学校生活语文教师的教案从准备内容、目标设计、用具选择、过程创设、评价设定五个方面进行系统的概述和分析。结果发现,培智学校生活语文教学设计主要表现为五个方面的现实特征:教学准备抓住了教学四要素,却缺乏对教学需求的精准把握;教学目标设计突显了个别化和工具性特点,却忽视了情感领域的目标;教学用具类型多样,却未切实联系学生的已有经验;教学过程创设多样化活动,却未能融入生活语文的人文属性;教学评价设定注重个性化,却缺乏生活化和过程性的评价活动。文章基于教学设计中存在的不足提出针对性的改进路径,以期为培智学校生活语文教学设计的完善和优化提供参考。

Life-oriented Chinese is a general curriculum run by special schools for mentally retarded,and the scientific nature of its instructional design is related to the acquisition of students basic Chinese knowledge and skills as well as the improvement of ability to adapt to life.This paper systematically summarizes and analyzes the teaching plans of three life-oriented Chinese teachers in those schools from five aspects:The preparation of content,the design of goals,the selection of tools,the creation of process and the setting of assessment.The results indicate that the instructional design mainly shows five practical features:the preparation of teaching grasps the four elements of teaching,but lacks the exactly understanding of its needs;The design of teaching goals highlight the individualization and instrumentality,but ignores the emotion;The types of teaching tools are diverse,but not combined with the existing experience of students;A variety of teaching activities are created,but fail to integrate the humanistic value;The teaching assessment pays more attention to personalization,but ignores the life and process.Based on the shortcomings of the instructional design of life-oriented Chinese,this paper puts forward targeted measures so as to provide reference for their improvement and optimization.