A Qualitative Study on the Phenomenon of"Pseudo-Life"Teaching of Life Mathematics in Schools for Children with Intellectual Disabilities
The new Curriculum Standards for Compulsory Education in schools for children with intellectual disabilities requires that the teaching of life mathematics should be based on the children's life needs and take life as the core to organize and implement curriculum teaching.As an effective means to achieve the requirements of the new curriculum standard,life mathematics teaching has been widely recognized and used by mathematics teachers in schools for children with intellectual disabilities.In order to understand the implementation of life mathematics teaching,this study selected four representative schools and conducted group interviews and personal interviews with their teachers.It is found that there is a phenomenon of"pseudo-life"in the process of mathematics curriculum teaching in the schools.Through further analysis,the phenomenon of"pseudo-life"exists in the four aspects of"concept cognition","teaching content","material selection"and"teaching method"in the implementation of mathematics teaching.The reasons behind this are the misalignment between"discipline"and"life",unbalance between"student-oriented"and"teacher-centered",and disconnection between"real life"and"life curriculum".Based on the above problems,it is proposed to strengthen the theoretical study of life education and correctly understand the connotation of life in mathematics teaching;to form a correct life teaching orientation and improve the level of life mathematics teaching;to enrich the experience of teachers and students'mathematics life,and correctly deal with the relationship between"real life"and"curriculum life";and to strengthen the teaching and research on mathematics teaching in life and guide the practice of mathematics teaching in life.
schools for children with intellectual disabilitieslife mathematicslife orientationpseudo-life
NETL
NSTL
万方数据
