Definition of low vision * Concept: The World Health Organization clearly stipulates that the corrected vision is 0.05? 0.3 is low vision.
2. Research hypothesis:
(1) There are obvious differences in learning adaptability between students with low vision and ordinary students, and this difference is an important factor affecting the success or failure of learning.
(2) The unique learning psychology of students with low vision has an important influence on the formation of students' academic ability and the healthy development of their body and mind.
(3) According to the physical and mental characteristics and learning psychology of low-vision students, studying the methods of teaching and learning can improve and cultivate the good learning adaptability of low-vision students.
3. Research objectives of the project
(1) Understand learning psychology (learning motivation, learning methods, etc. ) students with low vision.
(2) Through investigation, theoretical analysis and practical research, the special learning psychological characteristics of students with low vision are summarized.
(3) Study the learning strategies and methods of low-vision students learning biology under the condition of quality education, form scientific study habits, and cultivate their innovative thinking and practical ability.
(4) On the basis of studying the learning mode and learning method of biology classroom, it provides feasible suggestions for teachers of all subjects in low-vision schools to reform the classroom teaching mode and effectively guide students to learn cultural knowledge of other subjects.
4. Research content of the subject
(1) Investigate the current situation of learning adaptability of students with low vision, and study the basic characteristics of learning adaptability of students with low vision and their relationship.
(2) Analyze and diagnose the special learning psychological characteristics of students with low vision.
(3) Studying biology learning strategies and methods of students with low vision, and cultivating their scientific study habits, innovative consciousness and practical ability.
(4) Summarize the basic experience formed in biology teaching practice.
Second, research methods and steps:
1, research object:
The research of this topic is mainly about biology, mainly about students with poor eyesight in grades 7 and 8, and classes 98 and 99 1 (2). Class 2, Grade 99 and Grade 2000 are key research classes.
2. Research methods:
(1) Using the method of literature research, this paper studies the learning characteristics of students with low vision, and thus puts forward the theoretical basis of this study.
(2) Using the method of investigation (questionnaire) to understand the learning situation of students with low vision, which provides the main reference for this study.
(3) On the basis of the above two studies, the method of behavior observation and experience summary is adopted to cooperate with the research, and the effectiveness is gradually deepened and verified through practice, summary and investigation, so as to improve the scientific, targeted and practical research.
3. Research process:
Generally speaking, the research process of this topic is carried out according to the procedure of "preliminary preparation-current situation investigation-making scheme-step by step implementation-adjusting experiment-feedback evaluation-summing up experience-popularizing results".
The specific steps are as follows:
The first stage: (98.3? 98.9) is the stage of preparation, investigation and research.
The second stage: (98.9? June 2000) is the first round of research implementation stage.
The third stage: (99.9? 200 1. 1) is the implementation stage of the second round of research.
The fourth stage: (September 2000? 200 1.3) is the final acceptance stage.
Third, the research results and analysis
(a), the survey results and analysis
1. By analyzing the standard grade comparison table of the learning adaptability test sub-scale, we can know that the first-year primary school students and the second-year senior high school students who are about to graduate have high learning adaptability. The reason is that freshmen have fewer psychological problems, less negative effects caused by eye diseases and carefree life, so their learning adaptability is higher. However, senior two students have high learning adaptability because their work tends to be stable, their goals are clear and their learning initiative is strong.
2. By analyzing the standard grade comparison table of the Content Scale of Learning Adaptability Test, we can know that there is a differentiation point in learning adaptability between grade four and grade five, and between grade six and grade one. By analyzing the reasons, the psychological characteristics of students in these two age groups have changed, and the learning content and learning methods have changed greatly, so learning can not adapt.
3. By analyzing the Learning Adaptability Scale for Students with Low Vision, we can know that the learning adaptability of students with low vision is generally low, especially the learning skills, learning enthusiasm, methods of reading secretary's notes and other factors. Analysis of the main reasons may be the learning difficulties and psychological confusion caused by eye diseases, so the learning adaptability is low.
4. By analyzing the cognitive style of students with low vision, we can know that 38.6% are intermediate, 56. 1% are impulsive and 5.3% are familiar with filtering. There is no obvious difference in cognitive style between students of different ages. Analysis of the reasons, it may be because of vision, which easily leads to distraction of students with low vision; In addition, parents love their children more, do everything instead of doing more, and their independence is poor; In addition, parents, teachers and society pay more attention to students with low vision, which leads to their laziness and low sense of responsibility. Therefore, the cognitive styles of students with low vision are mostly impulsive and intermediate.
5. By analyzing the memory styles of students with low vision, we can know that 12.3% is auditory, 38.6% is intermediate and 49. 1% is visual. There is no obvious difference in memory style among students of different ages. The reason may be that students with poor eyesight have poor eyesight, but they want to see but can't see clearly. The more you can't see clearly, the more you want to see psychologically, so the memory styles of students with low vision are mostly visual and intermediate.
6. By analyzing the troubles of students with low vision, we can know that the main troubles of primary school students are school and employment, and the main troubles of junior and senior high school students are employment, study, school and family affairs in turn. The reason may be that most students who look down on the disabled are born in disabled families. They have witnessed the difficulties of their parents' employment since childhood and know a lot about the social situation of the employment of the disabled. In addition, due to the limitation of vision, there are few jobs suitable for students with low vision, which makes students with low vision worry about their future jobs prematurely.
7. By analyzing the study time and sleep time of students with low vision at home, we can know that most students with low vision have only one or two hours of study time at home, and the sleep time is relatively sufficient. Compared with ordinary students of the same age, this result shows that students spend less time on their studies. Analysis of the reasons may be that parents of low-vision students see that their children are disabled, so their requirements and expectations for their children are relatively low, so their requirements for themselves are naturally reduced. In the long run, students with low vision have low learning motivation, initiative and consciousness.
(B) the results and analysis of teaching reform practice
1, adjust junior high school biology teaching time, teaching progress and textbook content system according to the needs of students with low vision.
Low vision students want to see but can't see clearly because of their vision defects, so they have to spend more time than ordinary people to learn and understand knowledge points. Using ordinary school textbooks to teach students with low vision according to the teaching progress of ordinary students is obviously inconsistent with and demeaning the physical and mental characteristics of students. Previous teaching practice has proved that this is not feasible. Therefore, based on many years' teaching experience and the analysis results of the questionnaire survey, we observed the behaviors of students with low vision, reasonably arranged junior high school biology class hours, adjusted the teaching contents, deleted some contents that were not suitable for students with low vision, and increased the biological contents closely related to life, which made the contents of biology textbooks closer to life and more instructive to the growth of students with low vision, thus helping students with low vision to apply what they have learned. Two rounds of practical research have proved that due to the increase of teaching hours, there is no longer the phenomenon that teachers cram for the Buddha's feet to catch up with the teaching progress, which ensures the smooth completion of teaching tasks in each class. In the arrangement of teaching content, we should try our best to collect similar and similar contents together, first introduce the visible and tangible biological knowledge to students, and talk more about the contents that are directly helpful to students with low vision, and adjust the teaching order stipulated in the original textbook content, so as to attract students. In addition, teachers can adjust the teaching content in time according to the learning psychology of students with low vision, and sincerely consider the learning of students with low vision, thus winning the trust of students. Due to the above factors, students with low vision gradually become interested in learning biology, their learning attitude becomes positive and their learning enthusiasm becomes high.
2. A new biological learning model of "independent inquiry, hands-on practice and participation in inquiry" has been constructed.
The basis of model research
One basis: According to the questionnaire survey and analysis of learning adaptability of low-vision students, the memory types of low-vision students are mostly visual and intermediate (see Appendix 1 for specific analysis), which is consistent with the usual behavior observation of low-vision students. Although students with low vision have visual defects, they still like to use vision to remember knowledge. Therefore, as a teacher, when designing classroom teaching, we must consider the learning characteristics of this low-vision student.
The second basis: from the usual behavior observation, I know that students with low vision don't like to have biology classes in the classroom. Whenever there is a conflict between the biology lab and the computer classroom, the students will make unpleasant language, such as "what a bore, what bad luck, and so on." .
The third basis: Based on the questionnaire survey and statistical analysis of students with low vision about their favorite class places and teaching methods:
The favorite places and teaching forms for students with low vision are: the combination of exploring courseware and doing experiments in the network classroom; Take classes in the laboratory, do experiments by yourself and observe visual teaching AIDS; Online class, explore the courseware by yourself; Watch videos and CDs in the multimedia classroom; Class, after-school investigation. No one likes listening to the teacher in the classroom and reading on the blackboard. (See Appendix II for detailed analysis)
Basic structure of the model
Self-inquiry: Students use biology textbooks, teaching tools, experimental equipment and multimedia courseware provided by teachers to make self-inquiry so as to obtain the required biological knowledge and information, explain the questions relatively independently, find the answers to the questions, carry out consolidation exercises and achieve the purpose of seeking knowledge.
Hands-on practice: Students use what they have learned to carry out hands-on practice activities, so as to gain more perceptual knowledge, achieve the purpose of understanding knowledge and experience the fun of applying what they have learned.
Participate in the investigation: students participate in field investigation activities in combination with biology teaching content, and gain more biological knowledge and information outside books through independent observation and thinking.
Two rounds of practical research have proved that in the new learning mode of self-inquiry, hands-on practice and participation in inquiry, teachers use visual AIDS, modern educational technology, various sensory compensation and practical activities in and out of class to make visual compensation for students with low vision, and the teaching forms and methods conform to the learning psychological characteristics of students with low vision, thus greatly stimulating students with low vision to learn biology, improving the quality of biology classroom teaching and cultivating their learning ability.
Analyze the reasons:
(1) In the whole process of teaching and learning, teachers pay attention to guiding students to participate in the whole process. For example, students with low vision can operate teaching courseware independently, choose experiments freely, touch intuitive teaching tools, and feedback their learning situation in time through human-computer interaction and teacher-student interaction.
(2) In this learning mode, teachers can implement hierarchical teaching and personalized teaching. For example, teachers can inspire, guide and guide students with low vision at different levels, help them grasp the key points of learning, understand the difficulties of learning, conduct targeted thinking training, improve their observation, imagination and practical ability, and help them deepen their understanding of knowledge.
(3) Under this learning mode, students with low vision can easily experience success, seldom experience anxiety, have high learning enthusiasm and naturally improve their learning adaptability.
In a word, the application of this learning mode not only optimizes the teaching process, but also greatly mobilizes students' learning initiative and stimulates their interest and fun in learning biology. Completely meet the learning requirements and learning psychology of students with low vision, and ensure that students try their best to switch to follow-up study after successfully finishing their previous study. In the whole learning process, students use their hands, mouths and brains to change the teacher-centered teaching method, so that students can truly become the main body of learning and truly teach students in accordance with their aptitude and according to their needs. Students report that this kind of study is not only tiring, but also quite interesting and fast. The application of various teaching methods gives students a sense of freshness, teaching and learning are highly integrated, which improves the learning efficiency and cultivates the learning ability of students with low vision. According to the observation of students' behavior in Class Two, Grade 2000, and the classroom records, it is shown that all 16 students are enthusiastic about learning, eager to explore, focused, dedicated, active in thinking, keen on serious discussion, and actively, positively and correctly display their learning results on the platform, with good learning results. No one left their seats when the bell rang. It can be seen that using this learning mode, classroom teaching reform has really changed students' learning attitude, mobilized students' learning motivation and achieved good teaching results. (See Appendix III: Yeast Teaching Plan for teaching examples)
3. Using students' intrinsic motivation "self-concept" can effectively improve students' learning adaptability.
According to the enrollment data of freshmen in Shanghai low-vision schools, more than 80% of low-vision students' eye diseases are caused by heredity. From the contact with classmates, we know that students with low vision deeply feel the pain caused by eye diseases, so they are eager to know what is heredity and what causes their eye diseases. How will it affect your future life? Wait a minute. problem As a biology teacher, he understands the painful psychology of students with low vision, creates all conditions in teaching, teaches students the collected genetic knowledge and audio-visual materials about genetics that students are interested in, and tries his best to meet students' own needs to support their inner motivation. Once the students with low vision gain genetic knowledge through the teacher's teaching, their external learning behavior will change after their "self-concept" is satisfied. If you listen carefully and speak actively in class, your enthusiasm and initiative in learning will be greatly improved, and your interest in learning biology will also be greatly increased. At the same time, students have trust in their teachers and are willing to accept their help. Students' enthusiasm for learning rises and their learning becomes active. In addition, the learning adaptability of students with low vision is obviously improved. The above research results prove that improving and improving students' self-concept level can really improve students' learning adaptability level.
4. Improve teaching methods and cultivate the learning ability of students with amblyopia.
The results show that there is a significant difference in the learning ability of students with low vision before and after learning (Z=-3.75, P
(1) Improve teaching methods, and use modern educational technology to change the oral teaching used in the past into intuitive demonstration teaching, such as how teachers will use textbooks to take notes in class, how to draw the knowledge they need with different symbols, how to summarize with charts and so on. Through visual demonstration, students with low vision can observe how the teacher takes notes from a clear display, and at the same time pick up a pen to imitate learning. On the one hand, this teaching method makes up for the visual defects of low-vision students, on the other hand, it also conforms to the learning characteristics of visual memory of low-vision students, so from the research results, this learning method guidance is really effective.
(2) Improve teaching methods, and shift from teaching to students' full participation in learning. The specific improvement methods are: in the form of collective learning, increase the form of group discussion learning; In addition to continuing to ask questions in the form of students raising their hands voluntarily, they also need to ask questions in the form of driving a train; From being a group leader by one person to being a group leader by turns by students; In the teaching process, activities such as inter-group competition, mutual evaluation and self-evaluation, question and answer, report and exchange have been added. The implementation of these teaching methods provides many opportunities for students with low vision to express their opinions, such as asking questions in class in the form of driving a train, so that students who do not take the initiative to speak have logic. Teachers listen to these students patiently and nod their heads from time to time to eliminate their nervousness. In this way, all students can feel that they are valued by teachers, their abilities are recognized by others, and their "self-concept" level has been improved. With the improvement of "self-concept", its external learning behavior has also changed greatly. If you listen carefully in class, your active speech will be obviously improved, and your enthusiasm and initiative in learning will also be greatly improved. Another example is that after becoming a primary school teacher or group leader, students will adjust their behavior to keep their behavior consistent with the teacher, improve their self-confidence, and further let each student realize that they should and can do behaviors commensurate with their ability level. Another example is that group competitions are often held in the teaching process to increase students' sense of competition and further stimulate students to study hard.
To sum up, as long as teachers' concentrated language is turned into students' collective language in teaching, the intrinsic motivation of students with low vision, such as the level of "self-concept", will be improved and their interest in learning will naturally increase, thus improving their learning adaptability. The above research results prove that improving teaching methods according to the learning characteristics and physical and mental characteristics of low-vision students is indeed conducive to cultivating their learning ability.
5. Change students' attribution direction and arouse students' learning enthusiasm.
Based on the questionnaire survey, the attribution of 82 low-vision students in 7 low-vision classes except the first grade of primary school was analyzed.
The results show that there are significant differences in the attribution of 82 students with low vision (P
The results show that the interest of students with low vision in learning biology is significantly different before and after learning (P
6. Reform the single evaluation method to arouse students' learning enthusiasm.
Through the usual behavior observation, we know that students with low vision are generally afraid of mid-term and final exams, and they are obviously bored with exams. According to the requirements of quality education, the single examination-oriented evaluation method has been boldly reformed, and the specific improvement methods are as follows:
(1) According to the actual learning situation of each student and the difficulty of the textbook, different examination forms are adopted: open book or closed book.
(2) Reform the traditional grading methods, such as: increasing students' hands-on participation in the classroom; Whether thinking and discussion are positive; Collaboration among team members; The cultivation of good behavior habits, etc. As usual test scores, they are included in the final semester total score according to a certain proportion.
(3) Take a combination of written examination and interview. For example, consciously turn some ideological issues discussed in class into part of interview questions, let students draw lots for interviews, and teachers patiently listen to students' answers face to face, directly encourage the good, analyze and correct the bad, and stimulate confidence.
Of course, the teacher should inform the students of the above examination methods and grading methods in the first introduction class, and constantly instill such examination principles in every class on weekdays.
The diversified evaluation methods mentioned above are loved by most students.
The results show that there are significant differences in students' liking for the evaluation methods of biology exams (P
Four. discuss
Through the research of this topic, the author puts forward the following suggestions on how to improve the learning adaptability of students with low vision:
1. Teachers should carry out teaching activities according to the learning psychological characteristics of students with low vision.
The learning style of students with low vision has its own characteristics: if divided from the speed of cognition, cognitive types can be divided into deliberate and impulsive. The cognitive types of most students with low vision are impulsive and intermediate. A thoughtful person takes a long time to respond to stimuli, but makes fewer mistakes. Impulsive type, on the other hand, responds quickly to stimuli, but there are also many mistakes. Teachers should not only consider this learning characteristic in teaching, but also consciously guide students to observe the learning materials in an organized way, especially to guide students to pay attention to different parts of the materials, so as to cultivate students' thoughtful cognitive methods and help students improve their attention. For another example, memory types can be divided into visual type and auditory type. The memory characteristics of most students with low vision are visual and intermediate. Visual type: what is written on paper is easy to remember after reading or reading. Auditory type: what the ear hears (such as listening to others reading) is easy to remember. Teachers should give full consideration to this feature in teaching design, blackboard writing and learning method guidance, especially in consciously arranging audio-visual teaching materials in teaching, so as to cultivate students' auditory memory with low vision and help them improve their attention. For another example, most students with low vision prefer perceptual learning, that is, practical learning based on perceptual experience, compared with their peers because of visual impairment and poor perceptual knowledge. When teaching students practical knowledge, teachers should give full consideration to perceptual learning methods, reading and listening to lectures, practical operation and activities. Teachers can provide demonstration models for students to imitate, and can guide students to complete their studies with words and intuitive image descriptions. At the same time, teachers should also create conditions for students to have opportunities to practice, so as to meet the requirements of developing and maintaining memory. Through this perceptual learning, students' interest in learning can be cultivated, and then students with low vision can be helped to form some concepts and practical skills.
2. Teachers should support the intrinsic motivation of students with low vision.
The so-called learning motivation: refers to the internal driving process of students engaged in learning activities. Students' learning motivation is the motivation for students to engage in learning activities. The learning motivation of most students with low vision is external learning motivation, such as studying to cope with parents and teachers, winning honor for parents in order to get good grades, winning praise from teachers in order to join the league, and for their own future. Due to students' poor eyesight, most parents' low requirements for their children, lack of encouraging educational methods, inconsistent teaching methods, underestimation and other factors, most underestimated students' interest in learning is dampened, resulting in poor internal motivation, so most underestimated students lack the enthusiasm for learning and can only passively participate in learning activities. Learning efficiency is naturally affected, and it is easy to distract attention during learning. In order to mobilize students who look down on them to participate in learning activities spontaneously, rather than forcibly, teachers should not only guide parents to change the way they educate their children, but also have an unshirkable responsibility to support students' intrinsic motivation. Teachers must use their own personality charm to understand students' greatest needs, adjust the content of teaching materials and class hours suitable for low-vision students according to their learning characteristics, and reform the existing classroom teaching mode, so as to effectively mobilize students' intrinsic motives: curiosity, interest and "self-concept", and then stimulate low-vision students to study actively and earnestly, and have a high enthusiasm for learning. With internal motivation, the spiritual world of students with low vision will be enriched, and it is possible to actively participate in the learning process and strive for success.
3. Teachers should establish a directional classroom environment suitable for students with low vision.
Because each amblyopic student has different eye diseases and eyesight, the requirements for font size and color are also different. Through investigation, behavior observation and analysis, it is proved that a classroom with only one blackboard is not popular with students. In such a class, it is difficult for teachers to respect differences and teach as needed. Students' interest in learning is greatly reduced. On the contrary, in the online classroom, students are provided with some intuitive teaching AIDS, experimental equipment and books that can be consulted. In this environment, students are interested in learning. This paper analyzes the reasons: taking classes in this kind of classroom conforms to the learning characteristics of students with low vision, so students who look down on this kind of classroom are attracted by learning activities or learning content; Establish a strong learning intention (a thinking process related to the conscious tendency of goal-oriented activities). In the process of learning, it is easy to experience success, less anxious experience and high learning enthusiasm. The level of learning adaptability will naturally improve. Two years' practical research has proved that the online classroom and laboratory with one person and one machine can be combined into one, so that the classroom can fully meet the learning requirements and learning psychology of students who look down on it, ensure that teachers teach students in accordance with their aptitude, make students thoroughly understand, and ensure that students can successfully complete their previous studies and then transfer to follow-up studies. Teachers' personalized education can be truly implemented. It can be seen that such a classroom is the most suitable classroom environment for students with low vision. Under the condition that the school's ability allows, teachers of all subjects should strive to establish an oriented classroom environment suitable for students with low vision.
Four conclusions:
1. Special learning psychology of students with low vision: combine vision and touch to feel. Memory types are mostly visual and intermediate. Cognitive types are mostly impulsive and intermediate. The types of thinking are mostly intuitive thinking. In the process of learning, it is easy to be influenced by interference factors and emotional changes, and it is easy to be distracted. People who have direct guidance and help to their own lives have a high interest in knowledge and a strong thirst for knowledge. Tired of doing self-study, preview and review. Most students lack initiative, strong inertia, low consciousness and weak learning motivation.