How to Cultivate Language Ability of Students with Mental Retardation

According to the normal law of human development, normal language development generally starts from one and a half years old to two years old, and more than 80% of mentally retarded students have language barriers. Parents don't even discover this problem until their children are three or four years old, which seriously affects their normal language ability development. The main manifestations of language barriers of mentally retarded students are: starting to speak late; Slurred speech, slurred speech; Weak ability to understand other people's languages; The expression is too simple, simple and repetitive. In order to improve the language expression ability and communication ability of students with mental retardation, we should first consider the students' own conditions and improve their attention to effectively improve their language learning ability. In addition, language expression should be based on understanding the language, so that communication can be correctly understood and expressed for students with mental retardation. More importantly, it is necessary to mobilize students' parents to participate in teaching and to exercise students' language expression ability in class and life.

First, improve the classroom attention of students with mental retardation

Students with moderate and severe mental retardation are slow to respond to external stimuli, or even unable to respond at all. Therefore, students may not be able to accept the teacher's teaching content normally in class, which seriously delays the efficiency of classroom teaching and has little effect on improving students' language ability. Therefore, helping students to improve classroom attention is the basis to ensure the development of students' language ability.

Patience counseling and continuous consolidation. First of all, teachers should be patient in class. The thinking of mentally retarded students is different from that of ordinary students, and there are obstacles in language understanding ability, which is difficult for teachers to guide. Students with mental retardation have poor concentration, poor stability, slow cognitive memory process and difficulty in mastering, all of which are problems that students with mental retardation show in class. This requires teachers to have full patience, constantly remind students to pay attention to themselves, observe students' state in time, and ensure students to complete the course stably. In class, teachers can use multimedia recording to repeatedly play dialogue, pronunciation and other sample contents, with simple and moving animation, which on the one hand attracts students' attention and on the other hand helps students understand the dialogue and sentence contents. A lesson is repeated and consolidated, but we should pay attention to students' mood and boredom, and adjust the repetition times and frequency appropriately. After students gradually form memories, they should reduce the number of repetitions, constantly review and consolidate courses, patiently explain the language knowledge in the dialogue, and help students focus on knowledge points.

Second, let students with mental retardation understand the meaning of language efficiently.

The degree of language barrier of mentally retarded students is also influenced by comprehension barrier. The ability of language expression and communication is based on the two-way communication of understanding and expression. To improve students' language expression and communication ability, students' understanding ability must be improved.

To make students speak, you must learn to speak first. To express one's thoughts, we should correctly understand the internal meaning of other people's languages with the help of the understanding of other people's languages in the dialogue, and organize the expression in combination with one's own language ability to form a complete communicative thinking. Therefore, teachers should try to speak slowly in class, don't use incomprehensible expressions when speaking, and always pay attention to students' reactions. If students show confusion, they should change their expressions or repeat them appropriately. Summing up experience in class in time will make it easier for students to accept and understand which expression. Teachers should arrange the language expression of their lectures reasonably according to students' understanding ability to ensure that students can understand. Teachers need students to cooperate with themselves in class, and teachers gradually change from short sentence expression to complete expression. In this process, students need to repeat with the teacher, starting with short sentences and then repeating the whole sentence. On the one hand, students can take the initiative to understand the teacher's words, and then through students' repetition, students can understand themselves many times, gradually produce memories and feel the meaning of language. With such constant feelings and memories, students will soon be able to listen and speak.

Third, encourage students to participate in the centralized classroom for teachers and students.

Students with mental retardation have poor thinking ability and slow cognition of things. Therefore, in the process of collective learning, students have to accept too many things from the outside world, which is easy to produce resistance and fear, and will have a negative effect on the exercise of language ability. In order to solve this problem, teachers often adopt one-to-one teaching mode, so that students can learn in a simple environment as much as possible. However, the one-to-one teaching mode is actually not conducive to students' practice of language expression and communication. Simple relationships make it difficult for students to correctly use and understand language knowledge. After all, language expression requires students to communicate normally in society, and the one-on-one teaching mode will inevitably limit students' ability.

We should be good at dialogue training in collective classroom communication. The teaching mode should try to ensure that students have enough communication environment, and teachers should be good at guiding students to participate in classroom communication. In order to avoid students' fear, teachers should give students psychological counseling in time and help them accept strange things with peaceful language. At the same time, teachers should also maintain good classroom discipline, ensure a peaceful learning atmosphere in the classroom and avoid conflicts among students. In addition, teachers should pay attention to the communication between students when arranging the content of communication exercises, for example, at the beginning of the new semester, establish a simulated environment for students to know each other and let students introduce themselves to each other. Or let students share their happy experiences. Teachers should analyze students' performance in time in the process of students' communication, find out the problems still existing in students' communication, and integrate them into the subsequent classroom teaching to help students improve their thinking in language expression. Teachers should also encourage students in the communication environment, affirm students' performance in time, let students accept the environment of centralized classroom teaching, and let students experience the role and environment of communication in communication, which is conducive to students' actual communication in the future.

Fourth, parents and schools cooperate in teaching.

Students with mental retardation learn languages in school to express their knowledge and exercise their communicative competence, but their study time and practical opportunities in school are always limited. In order to enable students to truly apply language expression in social and living environment, the cooperation between parents and schools in teaching is very important.

For example, teachers can actively communicate with students' parents, on the one hand, report students' recent learning situation, on the other hand, convey teachers' recent teaching contents, so that parents can find suitable opportunities in their lives and encourage students to apply what they have learned. When learning transaction communication, parents can let students go to the store to experience the purchase process in person, as well as how to express when paying and how to ask for help when looking for something. Parents should make sure that the environment is suitable before the students finish their social practice, communicate well with the store, and create a peaceful atmosphere for the students to complete smoothly. If students encounter problems in the process of completion, parents should encourage and help them in time. In this way, students learn theoretical knowledge and simple exercises in the classroom, and parents help to complete real practical work in the social environment. A two-pronged approach can effectively improve students' language expression and communication skills.

In short, students with mental retardation have limited language expression and communication skills, so teachers must be patient, have a peaceful mind, teach patiently in class, and create a peaceful classroom atmosphere for students to accept. Teachers should also find students' problems in time, sum up teaching experience, communicate with students' parents and arrange students' practical activities scientifically. Scientific teaching system is the key to make students communicate normally in life.