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Grasping the Changes of Teaching Methods in Special Education Schools in the Post-Epidemic Era

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DOI: 10.23977/aetp.2023.070101 | Downloads: 41 | Views: 701


Yuhang Yang 1, Jinjing Ma 1


1 Department of Education, Yunnan Normal University, Kunming, Yunnan, China

Corresponding Author

Jinjing Ma


Since the birth of the school, there has been an ongoing debate about how knowledge should be taught. In the post-epidemic era, unlike the previous "active" teaching and learning changes, this outbreak has led to a "passive" change in school teaching and learning. In recent years, catechism, interactive learning, and flipped classrooms have been theoretically and technologically prepared for the post-epidemic era. Special education schools need to accurately grasp the trend of change and effectively improve the quality of special education. In the post-epidemic era, special education schools carrying out teaching need to accurately and timely grasp the changes brought about by the new period, namely, changes in educational philosophy, changes in teaching cognition, changes in teaching form, changes in curriculum content and changes in school management, with a view to improving the quality of special education teaching while facing risky challenges.


Post-epidemic era; special education schools; teaching pathways


Yuhang Yang, Jinjing Ma, Grasping the Changes of Teaching Methods in Special Education Schools in the Post-Epidemic Era. Advances in Educational Technology and Psychology (2023) Vol. 7: 1-5. DOI:


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