In order to enable students with intellectual disabilities to actively grasp learning opportunities in Chinese reading and effectively improve learning outcomes,teachers can adopt situational teaching methods based on students'cognitive patterns.The article takes the classroom teaching of"Comparing Tail"in the second volume of fourth grade Chinese as an example to analyze how teachers create fairy tale situations,assign role tasks,immerse themselves in role situations,design situational clues,and transfer subject knowledge,so that students with intellectual development can master animal images and question knowledge through integrating situations into reading,learn to extract information from things,and better experience and enjoy Chinese reading.
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