智障儿童由于各种有害因素导致的精神发育不全或智力迟缓,使得他们在感知觉、注意、记忆、思维、言语、情感、意志等方面有别于正常儿童。由于能力有限,他们的学习持续性较短,记忆力较差;应用能力较低;学习的动机很少出于自发;欠缺抽象思维,领悟力和理解力薄弱;学习转移能力不足,不能灵活运用所学的知识和技能。所以培智学校大部分一直沿袭着上世纪90年代普小“传递——接受”的教学模式,其内容和形式的严肃、规整,的确有利于教师主导作用的发挥,但其缺陷则是致命的:它忽略了学生的主动性、创造性,禁锢了学生的发散性思维、逆向性思维,扼杀了冲破传统的新思想、新观念,折断了学生大胆想象的翅膀。其实智障儿童虽然智力受损,他们也有一定的学习能力,在美术教学中只要善于、勤于、勇于培养学生的想象力,学生的智力就一定会得到开发,能力一定会提高,从而为他们适应社会、回归主流奠定基础。 Mentally disabled children due to various harmful factors caused by mental retardation or mental retardation, making them sense of perception, attention, memory, thinking, speech, emotion, will and so different from normal children. Due to their limited ability, their learning is less persistent, their memory is poor, their ability to use is low, motivation for learning is seldom spontaneous, lack of abstract thinking, weakness of comprehension and comprehension, lack of ability to learn and transfer, Learn knowledge and skills. Therefore, the majority of Peizhi schools have followed the teaching model of “passing-accepting” in the 1990s. The seriousness and regularity of its contents and forms are indeed conducive to the leading role of teachers. However, the defects are Fatal: It ignores the initiative of students, creativity, imprisoned students divergent thinking, reverse thinking, strangling the traditional new ideas, new ideas, breaking the wings of students’ bold imagination. In fact, although mentally retarded children have impaired intelligence, they also have a certain degree of learning ability. As long as they are good at them and diligently train them in imagination, the students’ intelligence will surely be developed and their ability will surely be improved so that they can adapt to them Society, return to the mainstream to lay the foundation.