学前智障儿童小肌肉的发展相对迟缓,他们的身心发展特点使得在学习、生活、游戏时对小肌肉技能的学习及运用遇到较多困难。针对这一问题,在集体教学中从设计到实施的过程中运用多种教学策略,使小肌肉训练更符合智障儿童的兴趣及能力水平。 The development of small muscle in preschool children with mental retardation is relatively slow. Their physical and mental development makes learning and using of small muscle skills more difficult in learning, living and playing games. In response to this problem, a variety of teaching strategies have been applied in the design and implementation of collective teaching so that small muscle training more accords with the level of interest and abilities of children with intellectual disability.