The third part combines the observation and analyzes the gifted children’s condition of interaction with the environment of the regular class from the gifted children, the teachers, the parents three sides. It’s divided three groups, I analysis them and conclusion.
According to the result, we attempt to bring forward some education advice, in order to mediate the regular class students' negative attitude in primary school, and to bring forward a guidance on theory exploration and practice for prompt mentally retarded learning in regular class.
In addition, the study pays as much attention to the process of the strategy training as to the outcome, hoping to find out a feasible way of incorporating strategy training into the regular class curriculum, which can be employed to promote the teaching practice in listening class and ultimately benefit students' listening practice both in and out of class.
Subsequently, extensive aptitude, academic, social, and behavioral assessment was conducted and those students were identified who were in need of supportive educational programming to function adequately within the regular class setting.
This is also an Honors Option course that meets with the regular class.
This course requires a three-hour lab period per week apart from the regular class meetings.
All of the great information taught in the regular class, includes extra time for games and crafts.
Additional lab hours outside the regular class time are required.
The essay aims to make a tentative study on the dynamic asynchronous teaching and three models of the class of “Learning in the Regular Class”, and it illustrates the two subjects from the structure and instances of the three teaching models. Besides, it also analyses characters and the aspects to which should be paid much attention. Finally, the authors illustrate the conditions and the factors regarding the teaching models of “Learning in the Regular Class” from six aspects.