随班就读轻度智力障碍学生数学课程内容调整的个案研究

发布时间：2018-05-20 06:26

本文选题：随班就读轻度智力障碍学生 + 数学学业水平　；参考：《华东师范大学》2015年硕士论文

【摘要】：随着特殊教育事业的发展,我国政府、研究人员等对随班就读工作的关注点正从提高特殊儿童的九年义务教育接受率上转移到提高随班就读的教育质量上。而能否提高教育质量,必须首先满足学生的教育需求,即需考虑课程内容是否符合学生的能力水平。我国目前没有针对随班就读学生的随班就读课程,且针对随班就读学生课程内容的调整还多停留在理论层面,实践方面较少,这影响到随班就读学生学业水平。为此,本研究选取上海市某区某小学两名随班就读轻度智力障碍学生及其任课老师作为研究对象,在了解研究对象数学课程内容调整现状的基础上,借助评估工具找出适合研究对象四年级上学习的数学课程内容,参照国内外研究成果,对两名研究对象的数学课程内容进行调整,研究结果如下：1.个案对普校数学课程内容的适应情况欠佳,数学学业水平偏低且存在个体差异。小田数学学业水平基本呈现随年级上升得分率下降的趋势,且各学期均未达标；而小贺数学学业发展水平整体呈现随着年级升高而上升的趋势,能掌握更多知识点。2.针对个案的数学课程内容调整现状不尽如人意。尽管教师提出了一些调整课程内容的方法,包括降低学习要求、删减课程内容及调整习题和练习卷等,但并未真正落实,仅停留在意识层面。3.针对个案的数学课程内容调整包括课程内容的确定、调整、实施及评估。研究借助评估工具确定了个案数学课程内容既包括补救知识点,也包括四(上)知识点,小田和小贺分别有146个和136个知识点构成他们的课程内容。调整注重个别化,根据学生特点选用不同调整方式,包括增加基础知识、细化或分解目标、降低学业要求、删除知识点等并在教学上提出建议。调整后的课程由由教师和研究者共同教学,研究者借助自编习题实施补救教学,练习题在题量和难度、知识点侧重点、完成要求、讲解内容、节奏等方面不同；教师则主要负责四(上)内容的教学,同时研究者会予以一定的个别辅导。最后验证了此次调整的效果：在方案执行上,研究者完全执行了调整方案,但教师执行情况较差,约一半以上知识点的调整方案没有得到有效落实；在学业发展上,个案学业水平有了不同程度的提升,而四(上)学业水平均低于教师的教育预估水平；此外调整影响到了学生的课堂学习,使学生的非学业行为逐渐减少,而学业行为逐步增多,主动学习的意识也正在形成。4.形成调整随班就读学生数学课程内容的调整方案。要实现对随班就读学生数学课程内容的调整,需要包括以下几步：评估学生的数学学业水平及了解当前学生数学课程内容调整的现状、确定学生的数学课程内容、调整学生的数学课程内容、实施调整后的数学课程内容及评估调整后数学课程内容的实施效果。
[Abstract]:With the development of special education, the attention of our government and researchers is shifting from improving the acceptance rate of nine-year compulsory education for special children to improving the quality of education. Whether we can improve the quality of education, we must first meet the educational needs of students, that is to say, we must consider whether the content of the curriculum conforms to the ability level of the students. At present, there is no curriculum for the students in the class, and the adjustment of the content of the curriculum for the students in the class is still on the theoretical level, and the practice is less, which affects the academic level of the students in the class. Therefore, this study selects two students with mild mental retardation and their teachers in a primary school in a district of Shanghai as the research object, on the basis of understanding the current situation of mathematics curriculum content adjustment. With the help of evaluation tools, this paper finds out the mathematics curriculum content suitable for the fourth grade of the research object, and adjusts the mathematics curriculum content of the two subjects according to the domestic and foreign research results. The results are as follows: 1. The case is not well adapted to the general mathematics curriculum content, and the mathematics academic level is on the low side and there are individual differences. Xiaotian's mathematics academic level basically showed the downward trend of score rate rising with grade, and each semester did not reach the standard, while Xiaohe's mathematics academic development level as a whole showed the trend of rising with grade, and could master more knowledge points. 2. The adjustment of mathematics curriculum content for individual cases is not satisfactory. Although the teachers put forward some methods to adjust the curriculum contents, including lowering the learning requirements, deleting the curriculum contents and adjusting the exercises and exercise papers, they did not really implement them, and only stayed at the level of consciousness. Mathematics curriculum content adjustment for individual cases includes course content determination, adjustment, implementation and evaluation. With the aid of evaluation tools, the study has determined that the curriculum content of case mathematics includes both remedial and four (first) knowledge points. Oda and Xiaohe have 146 and 136 knowledge points respectively to form their curriculum content. The adjustment pays attention to individualization, and selects different adjustment methods according to the students' characteristics, including adding basic knowledge, refining or decomposing goals, lowering academic requirements, deleting knowledge points, and putting forward suggestions in teaching. The adjusted curriculum is taught by teachers and researchers together, and the researchers implement remedial teaching with the help of self-compiled exercises. The exercises are different in terms of quantity and difficulty, emphasis on knowledge points, completion requirements, explanation contents, rhythm and so on. Teachers are mainly responsible for the teaching of the four (part 1) content, and the researcher will give some individual tutoring. Finally, the effect of the adjustment is verified: in the implementation of the scheme, the researcher has carried out the adjustment scheme completely, but the teacher's performance is poor, about half of the knowledge points' adjustment program has not been effectively implemented; in the aspect of academic development, The case study level has been improved to some extent, and the fourth (first) academic level is lower than the teacher's education estimate level. In addition, the adjustment has affected the students' classroom learning and made the students' non-academic behavior gradually decrease. And the academic behavior increases gradually, the consciousness of active learning is also forming. 4. 4. Form the adjustment program of the mathematics course content of the students studying in the class. In order to realize the adjustment of mathematics curriculum content, the following steps should be included: to assess the students' mathematics academic level, to understand the current situation of the adjustment of students' mathematics curriculum content, and to determine the students' mathematics curriculum content. Adjust the students' mathematics curriculum content, implement the adjusted mathematics curriculum content and evaluate the effect of the adjusted mathematics curriculum content.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G764;G623.5

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