How to improve the effectiveness of developing intelligence in Chinese classroom teaching

How to improve the effectiveness of developing intelligence in Chinese classroom teaching

Mental retardation, also known as mental retardation, generally refers to the persistent obstacle of cognitive activities and the obstacle of the whole psychological activities caused by organic damage or incomplete brain development. Because of their own defects, mentally retarded children are generally inferior to normal children in thinking ability, language learning ability and interpersonal skills. This situation leads to language barriers for children with mental retardation, such as inaccurate pronunciation, small vocabulary and poor language expression ability, which makes it difficult for them to adapt to and survive in modern society. Therefore, improving the effectiveness of Chinese classroom teaching in mentally retarded schools has become an important way to solve the survival ability of these mentally retarded children. This paper will mainly discuss how to improve the effectiveness of Chinese classroom teaching and promote intellectual development under the background of new curriculum reform.

First, determine the goal of comprehensive layered Chinese teaching.

Chinese teaching activities are all carried out around Chinese teaching objectives, which are the soul of Chinese teaching activities [1]. The establishment of Chinese teaching objectives has a very important influence on the specific development model of Chinese teaching activities, is the baton and guiding standard of Chinese classroom teaching activities, and is of great significance to the incentive and evaluation mechanism of Chinese teaching process. Therefore, when designing Chinese teaching objectives for mentally retarded children, education departments must consider specific physical and mental characteristics, acceptance and other factors, and establish comprehensive and hierarchical Chinese teaching objectives for mentally retarded children.

1. 1 Determine the teaching objectives in all directions.

In the new era, the goal of Chinese teaching for children with mental retardation should be set according to the actual situation of children with mental retardation, comprehensively consider the actual needs of students, change the traditional theory of instilling knowledge, not only attach importance to imparting basic knowledge and skills to students, but also strive to improve the comprehensive quality of children with mental retardation, discover and develop their personalities, teach them the most basic life and learning skills, and help them master them skillfully.

1.2 Hierarchical teaching objectives and tasks

When designing Chinese teaching courses, Chinese teachers should make targeted designs according to each student's intelligence level, acceptance ability and learning ability, analyze all students' learning needs, and then integrate them to determine the ultimate hierarchical Chinese teaching goal, so as to improve the effectiveness of Chinese classroom teaching with intellectual development [2].

Second, the process of Chinese teaching is democratic, equal and harmonious.

The new curriculum standard of Chinese teaching requires teachers to pay attention to each student's development needs and stimulate students' curiosity and thirst for knowledge according to their psychological characteristics, specific learning ability and Chinese learning characteristics. However, due to certain defects of mentally retarded students, their confidence in learning Chinese knowledge well is very poor. Therefore, teachers should strive to create an equal, democratic and harmonious Chinese classroom teaching atmosphere, establish students' learning confidence and improve the effectiveness of Chinese classroom teaching. Specific practices are as follows:

① Strive to create a relaxed, harmonious and mutual-help Chinese teaching atmosphere. In the classroom, we can divide the students into several teaching groups, each group must arrange students of different levels, with students with mild mental retardation as the group leader, who is responsible for helping the students with moderate and severe mental retardation in the group to study, and organizing them to discuss, study and experience the joy of success after division of labor and cooperation [3].

Teachers should respect every student, give all students equal opportunities to show and express themselves, pay attention to those students who are slow to respond, help them overcome their psychological difficulties, and let them bravely stand up and answer questions in classroom teaching and feel the fun and achievements of learning.

Thirdly, the diversification of Chinese teaching methods.

Students with mental retardation cannot concentrate well because of their physical defects. Therefore, teachers should adopt diversified teaching methods in Chinese teaching activities to attract students' attention, arouse their learning enthusiasm, improve the effectiveness of Chinese classroom teaching activities and promote intellectual development.

3. 1 Overall grasp of Chinese teaching methods

Each Chinese class has different teaching objectives and teaching priorities. According to different teaching objectives, Chinese teachers should learn to use different Chinese teaching methods. Through the flexible use of teaching methods such as lectures, games, discussions, inspiration, etc., especially teachers should make full use of the game teaching method, so that mentally retarded students can learn easily and happily in entertainment and games, and learn in fun, so as to improve their enthusiasm and interest in learning Chinese and improve the effectiveness of Chinese classroom teaching.

3.2 Optimize the combination of teaching methods to achieve the effectiveness of Chinese classroom teaching.

All the existing Chinese teaching methods are based on the previous teaching experience, each of which has different advantages and plays a unique and important role in a certain type of Chinese classroom teaching. Because of this, it is limited to use a certain teaching method alone in the whole Chinese classroom [4].

Fourth, establish an evaluation mechanism for students' Chinese learning.

Evaluating students' Chinese learning effect in time and giving appropriate rewards to students with mental retardation can make students feel happy with a sense of accomplishment and honor, effectively enhance their confidence in learning Chinese and increase their interest in learning Chinese, which is a magic weapon to improve the learning effect of students with mental retardation.

Conclusion:

Because mentally retarded students have some physical defects, their learning ability is lower than that of normal students. Therefore, in the process of classroom teaching, Chinese teachers should use a variety of teaching methods according to the physical and mental characteristics of mentally retarded students, especially pay attention to the flexible use of game teaching method to drive students with moderate and severe mental retardation to learn, so as to improve the effectiveness of Chinese classroom teaching for mentally retarded students.