The history of the Department of education and management to improve the effectiveness of special children

Sh.T. Taubayeva Feng Xue Liu Lijun

We are very happy to study at the alefarabi National University in Kazakhstan. The teachers are very good. We are honored to study with our teachers. Here is a brief introduction of our teaching and research office. The theoretical theme is put forward by our teaching and Research Office。

Abstract：in the process of life growth，deeply influenced by family education，parents are the first teachers of their children，and their words and deeds，ideas and emotional values ultimately determine what kind of person their children become. For special children，family education is very important. Parents of special children should first accept their own children，adopt scientific education theory of special children，correctly educate their own children，pay attention to the physical and mental health of special children，and make up for the defects of special children to the maximum extent. Based on this，this paper studies how to improve the effectiveness of special children education from the perspective of care for reference.

Pedagogy and Educational Management

Department of Pedagogy of the Kazakh National University. al-Farabi was founded on January 12，1940. Today，renamed the Department of Pedagogy and Educational Management of the Faculty of Philosophy and Political Science，it is one of the oldest departments engaged in the graduation of pedagogical specialists. Its formation and development covers a long period：from the appearance of the department as part of the historical and philological faculty and the mass supply of pedagogical specialties of the university，to the opening of the specialties “Pedagogy and Psychology”，“Social Pedagogy and Self-Knowledge” and the expansion of the field of educational activity in the multilevel system “undergraduate - Master - Doctoral PhD. "

The mass nature of pedagogical specialties，the quality of teaching and a stable educational policy determined the success and preservation of the traditions of the department.

Doctors of pedagogical sciences，professors K.B. Zharikbaev，J.R. Bashirova，A.T. Tabildiev，N.A. Asanov et al.

Outstanding teachers，prominent scientists N.D. were invited to teach at the department of pedagogy and educational management throughout its history. Khmel，K.Zh. Kozakhakhmetova，A.K. Kusainov，Sh.T. Taubaeva，I.R. Khalitova，K.Zh. Aganina and others.

Over the entire period of its existence，the department has trained highly qualified specialists for education and other areas of public life. Our graduates work in many parts of the country and abroad. The team has a fairly high creative potential，responsibility，devotion to their profession and their university.

The department solves the problems of providing fundamental pedagogical education in the following areas：

General cultural and social-humanitarian（"Pedagogy" in the block of general education for all specialties of the university）.

Professional：preparation of the future teacher（“Pedagogy of the school”，“Ethnopedagogy” in the block of professional disciplines for undergraduate specialties）

Scientific and pedagogical：training of scientific and pedagogical personnel in the magistracy（"Pedagogy" for all specialties of the magistracy）

Special psychological and pedagogical：in accordance with the curriculum of the specialty "5B010300 - Pedagogy and Psychology"，"6M010300 - Pedagogy and Psychology" in the magistracy，PhD program "6D010300 - Pedagogy and Psychology".

Special socio-pedagogical：“5B012300-Social pedagogy and self-knowledge”，“6M012300 - Social pedagogy and self-knowledge” in the magistracy，PhD program “6D012300 - Social pedagogy and self-knowledge.

Today，when the state vigorously advocates "integrated education"，teachers in general schools of basic education are facing more and more special children. Under the guidance of the new curriculum core concept of "everything for the development of every student"，we need to start from the inner needs of special children，fully respect their main position and personality differences，and pay more attention to their spiritual and personality needs. With the goal of self-development and improvement of special children，the effectiveness of special children's education can be improved from the perspective of care in the practice of education and teaching.

It is difficult to guarantee the quality of special education in rural primary schools，the teaching management is just a formality，the phenomenon of sitting in class and mixed reading in class is serious，and the learning needs of special children are difficult to be met. The form of regular class study is widely used，and special children can go to school，but the poor quality of teaching is a common problem in rural primary school special education. The performance，academic performance and adaptability of special children in regular class are generally low，and the proportion of students who have made significant progress in primary school is relatively small. At present，the rural primary schools in China adopt the form of large class teaching. The teaching of "one pot，one knife" mode does not comprehensively consider the differences of special children in regular class，which leads to the limitation of the space for the improvement of the learning level of special children in regular class，resulting in the problems of low learning level and poor comprehensive ability. Schools respond to the call to accept special children in regular classes，but in school management，there is no substantive management system and regulations. The traditional classroom configuration is not conducive to the defect compensation and physical and mental development of special children in regular classes. The mere form of teaching management has led to the evolution of regular classes into sitting and mixed reading，which is far from the original intention of special children education in regular classes.

References：

[1] Yang Yin，Zhao Bin. The development path of integrated education for special children in China from the perspective of ecosystem theory [J]. Education review，2019（02）：30-34

（Author Unit：Alefarabi National University，Kazakhstan（CHAIR OF PEDAGOGY AND EDUCATIONAL MANAGEMENT）