摘要
“留课不留级”课程分流教学模式是根据“掌握学习”、“认知发展”、“多元智能”理论和智能障碍儿童教育现状提出的。本课题把以课堂教学为主、课外辅导为辅的个别化教学作为基本教学形式 ,并以此为研究背景 ,研究了课程分流的方法、分流教学的策略 ,及其对智能障碍儿童学习文化知识、发展语言交往、提高社会适应、开发潜力特长的影响 ;同时研究了课程分流教学与教学效果之间的内在联系 ,并对在有智能障碍学生随班就读的普通农村小学中开展课程分流教学提出建议。
Curriculum Distribute” instructional model means “going up to the next grade but repeating the same course”. It is proposed based on the present educational situation for the mentally retarded children. This paper discussed its theoretical bases: the grasp-study, the theory of cognitive development, and the theory of multiple intelligences, and indicated the model’s influence on learning, language interaction, social adaptation and potential development of the mentally handicapped children. It also advanced instructional strategies of curriculum distribute.
出处
《中国特殊教育》
CSSCI
北大核心
2004年第3期23-27,共5页
Chinese Journal of Special Education
