# Curriculum Setting Method for Special Education Specialty Integrating Projective Geometry

Authors: Lishuang Sun; Xin Zhao; Yuanyuan Ju
Journal: Mathematical Problems in Engineering
 (2022)

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## Abstract

In recent years, education has been paid more and more attention by the society, and the concept of “education without discrimination” has gradually taken root in the hearts of the people. Special education is a form of education for special groups, which embody the fairness of education. Different from the conventional education model, special education often pays more attention to the physical and mental development of special populations, so the curriculum setting method of special education major is also different from the general method. Under this circumstance, how to carry out reasonable curriculum setting has become the core problem that needs to be solved in the reform of special education curriculum. Projective geometry is one of the methods of studying graph transformation, and its core is the principle of projective transformation invariance. Under the guidance of this theory, curriculum reform also presents many invariable characteristics. Based on this, this paper proposed a special education professional curriculum setting method integrating projective geometry, aiming to reform the special education professional curriculum setting strategy by using the invariant theory. In the evaluation of curriculum setting, the article analyzed the effect of new curriculum setting methods on special groups from different dimensions, and preliminarily formulated the initial special education curriculum. It can be concluded from the article in the evaluation grades that with the blessing of the new curriculum setting method, the student's health evaluation reached 2.7, a year-on-year increase of 42.1%. This fully shows that in the course of special education curriculum setting, projective geometry can provide novel ideas and directions for new curriculum setting methods.


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## Body

## 1. Introduction

Special education is a specialized education model for special groups. In recent years, special education has received strong support from the government. The special education major is an educational major established to revitalize the education of special populations, but there are many problems in the current curriculum of this major. On the one hand, there are not many cases and practical experience for reference in the curriculum setting of special education, so the curriculum setting of this major is easy to deviate from the reality. On the other hand, there is no relatively complete curriculum evaluation standard and system in the curriculum setting of special education majors, which make many flaws in the curriculum setting method of special education majors. Based on this, this paper proposed a new method of special education curriculum setting based on projective geometry theory. In this process, the new curriculum setting method not only pays attention to the physical and mental health of special groups, but also realizes the comprehensive development of this group. Moreover, the curriculum setting method also pays attention to the surrounding environment closely related to the special population and ensures the rationality of the special education professional curriculum setting in detail.The setting of special education curriculum is an important link related to the fair development of education. Whitman et al. pointed out that the special education curriculum development strategy is not perfect. To this end, he proposed a special education curriculum development plan with unique local characteristics, aiming to gradually establish an inclusive and lifelong-oriented special education curriculum system [1]. Mula et al. pointed out that teachers are the souls of special education revitalization. To meet the learning needs of special populations, he studied strategies for special education development using qualitative methods. During the analysis, he collected data through semistructured interviews and conducted a thematic analysis [2]. Brodnik and Lewin pointed out that a reasonable evaluation method of special education curriculum can effectively make up for the lack of curriculum. In the evaluation of special education courses, he initially constructed the evaluation standards for special education curriculum and the evaluation result record table [3]. In order to enrich the language skills of special students and cultivate students' listening, speaking, reading, and writing abilities, Uziak et al. proposed a unique curriculum setting model. At the same time, he also briefly explained how to improve the efficiency of Chinese classroom teaching in special education [4]. Vilcekova et al. pointed out that the formulation of curriculum standards for special education schools can help special groups receive higher-quality compulsory education. Therefore, he analyzed the design ideas of Chinese special education school curriculum standards, and initially designed general courses and core courses [5]. The scholars briefly analyzed the development of special education curriculum, but they did not propose a universal method of special education curriculum.Projective geometry is one of the methods of communicating graphic transformations, and it contains many reference ideas. Zhang derived the golden ratio of graph transformation based on the concept of projective geometry. Based on this ratio, the unique four-point invariance property can be derived from any four-point crossover ratio [6]. Chittoor et al. pointed out that the encoding cache increases the data transfer rate. Aiming at the deficiencies of existing encoding caching schemes, he proposed two new centralized encoding caching schemes by exploiting the geometric properties of projections over finite fields [7]. Kucharzewski discussed the correspondence between points and points and extended this relationship to the field of solid geometry. On this basis, he used projective geometry to describe the correspondence between points and lines and derived a minimal parameterization method [8]. Eder proposed that there is an obvious symmetry relationship between points and lines in projective geometry. To this end, he systematically analyzed the duality of point and line from the perspective of three-dimensional, and proposed new thinking about duality [9]. Santos et al. studied the laws of projective geometry in the context of quantum mechanics. It is found that in this field, projective geometry presents a bimodal mapping that is proportional to quantum metrics [10]. The experts analyzed the theory and related applications of projective geometry from different angles, but they did not combine the special education curriculum with the theory.In this paper, a new type of special education curriculum setting method is proposed by integrating projective geometry theory and related properties, which realizes the informatization of special education curriculum setting. After evaluation and analysis, the article finds that the educational level of students is closely related to the quality of the curriculum. In terms of intelligence, because of the uniqueness of special education, the article judges it only by academic level. Among them, the students' intelligence rating under the action of traditional curriculum setting method is 1.7. After adopting the new curriculum setting method, students have more time and energy to develop their own abilities inside and outside the classroom, so the students' intelligence rating is 3.4. It can be seen that the new curriculum setting method can maximize the autonomy of students' learning and help their intelligence improve. At the same time, in terms of learning ability and autonomy, the new curriculum setting method has a grade rating of 3.2 and 3.4, respectively. This shows that students' learning ability has been greatly improved under the new curriculum setting method.


## 2. Curriculum Method of Integrating Projective Geometry

The special education major is a pedagogical discipline set up to take into account the needs of special groups, and the curriculum setting method it adopts is very different from the conventional education method [11]. In the process of designing special education courses, people often use specially designed courses and equipment to provide help and support to groups with special educational needs. At the same time, it also uses special educational methods to create conditions for the learning, behavior modification and training of special groups, aiming at enabling them to master knowledge and develop their abilities [12]. Projective geometry is a key subject that communicates geometry and graphics. It is mainly used to study the projective properties of graphics. Similarly, by applying the idea of projective geometry in the curriculum setting, we can find that no matter how the curriculum is transformed and packaged, the connotation and essence of the curriculum will not change [13]. Therefore, this paper proposes a new type of curriculum setting method for special education specialty by integrating the method of projective geometry. Among them, the curriculum setting idea of fused projective geometry is shown in Figure 1.Figure 1
Curriculum ideas of fusion projective geometry.Referring to the idea of projective geometry, we find that whether it is a figure or a special group, they all have certain projective characteristics. Therefore, in the actual curriculum setting, after integrating the core ideas of projective geometry, we can further innovate the structure of the curriculum, and use the new curriculum setting method to carry out a new type of curriculum setting evaluation [14]. During this process, the course content and course design in relation to the course structure changes.


### 2.1. Special Education Curriculum Reform

The special education curriculum is the reform and optimization of special education. In the course of optimization process of special education specialty, the optimization of course structure, course content, and course plan is the top priority. Curriculum structure is the main goal of curriculum setting, and in the course of curriculum setting, the curriculum structure defines the main direction of the curriculum. In the entire course reform process of special education, the reform of the curriculum structure is the core of the relationship between the curriculum form and the characteristics of the curriculum, so the reform of the curriculum structure is imminent. The course content reflects the specific course content of the special education major, and reflects the relationship between the internal links of the course and specific disciplines [15]. The reform of curriculum content mainly focuses on the construction of curriculum informatization. On the one hand, informatization is the promoter of course content adjustment and an important link in the realization of course content update. On the other hand, the course content is also based on informatization as the carrier and support, which is the main form of realizing the new course content. Curriculum design stipulates the details of curriculum setting, which centrally reflects the relationship between the schedule of special education and the content of the curriculum. For example, the schedule of courses, electives, or compulsory courses, and the time of course offering are all within the scope of curriculum design regulations. The course design link not only reflects the rationalization of course content but also reflects the direction and thinking of course setting [16]. Among them, the relationship between curriculum structure and curriculum design is shown in Figure 2.Figure 2
Relationship between curriculum structure and curriculum design.Looking at the relationship between curriculum structure and curriculum design, in the special education curriculum, the structure of the curriculum is the key to the rationalization of the relationship curriculum. From this, we can conclude that the curriculum structure defines the direction of curriculum design, and curriculum design is the refinement of the curriculum structure.


### 2.2. Curriculum Design and Implementation

The curriculum design centrally reflects the structure of the curriculum and the direction of the curriculum content setting. Due to the particularity of special education, curriculum design often combines special design concepts and methods, aiming to provide a fair educational environment for special populations [17]. In this process, game teaching and dance teaching are the most commonly used curriculum design methods in special education.


#### 2.2.1. Game Teaching Method

Game teaching refers to the use of games to carry out classroom practice and activities. In game teaching, the curriculum design mainly revolves around the development and basic ideas of the game [18]. Game teaching can build a comfortable classroom environment for special groups, allowing them to fully integrate into classroom activities. The basic idea of game teaching is shown in Figure 3.Figure 3
Basic idea of game teaching method.Game teaching is a relatively complete and orderly process. Generally, its implementation steps are as follows:(1)
Game import. Before the official start of the class, the teacher will act as the initiator of the game to announce the background of the game and the final game goals and tasks. After introducing the appropriate background, the teacher will ask the students if they have any questions about the game. If students have questions, teachers will answer them in a timely manner. If the student says there is no problem, then the teacher will announce the game has officially started. At the same time, teachers will also lay out corresponding backgrounds for students during the game import process.(2)
The game starts. After the game starts, students need to conduct corresponding knowledge exploration according to the tasks assigned by the teacher, and complete the tasks assigned by the teacher. During the whole game process, the teacher will participate in the game as an instructor, but the teacher must not interfere with the students' normal behavior choices and task completion [19]. At the same time, students cannot directly ask the teacher for help during the game, unless there is an abnormal emergency.(3)
Game summary. At the end of the game, the teacher will announce the final result of the game and summarize the performance of the students during the game. When summarizing, students should make corresponding records and evaluate the links that they feel are better. At the same time, teachers can also ask students to summarize verbally, but teachers should also respect the silence of students [20]. At the end of the game, teachers and students can review some of the more important time points in the game process, deepen students’ influence on unique experiences, and consolidate students’ learning outcomes. When necessary, teachers can also comment on or praise the achievements of some students.


#### 2.2.2. Dance Teaching Method

If game teaching is a plot-based teaching method, then dance teaching is a sports-based teaching mode. In the dance teaching model, special groups can express nonverbal expressions through dance or a unique movement medium [21]. In the process of dancing or sports, special sports can exercise students' physical expression ability on the one hand, and it can also enhance students' somatosensory ability and enhance students' communicative ability. The realization of dance teaching is as follows:(1)
Action selection. When starting dance teaching, teachers should instruct students to choose a nonverbal movement to express themselves. After choosing the action, a sympathetic relationship can be established between the teacher and the student, and the connection between the two can be strengthened.(2)
Action imitation. After the selection of dance moves, students must not be able to master the corresponding dance moves at the first time, so movement imitation can help students establish a good sense of self-feeling and increase their self-confidence. At the same time, action imitation can also help students express their hearts and achieve self-release.(3)
Action exchange. Dance movement is a nonverbal communication mode that can help students improve their expression skills [22]. When using dance movements to communicate, students not only have no language pressure but also students can express themselves freely.(4)
Action creation. In the middle stage of dance teaching, teachers began to guide students to create movements, and no longer stick to the original movements. In the process of self-creation of movements, students can learn and express themselves independently, which fully enhances students' natural and sincere expression ability and movement habits.(5)
Action summary. After completing a series of dance movement teaching, the teacher summarizes and reviews the movement, and guides the students to make positive self-speaking, so as to exercise the students' language expression ability [23]. Through the exercise of nonverbal and verbal modes, the dance teaching mode can fully improve the quality of students' movements in space and time, and improve the students' behavioral ability in life.


### 2.3. Curriculum Evaluation Method of Fusion Projective Geometry

Projective geometry shows the nature and characteristics of graph transformation. In the course evaluation system, the transformation concept shown by projective geometry is also applicable. On the one hand, the evaluation system as a whole is also the relationship between points and lines. The point refers to the evaluation index, and the line refers to the entire context of the evaluation system [24]. On the other hand, the course evaluation method is actually a special transformation, which focuses on the relationship between the evaluation index transformation and the evaluation system. Therefore, from this point of view, it is reasonable to adopt the concept of projective geometry to reform the curriculum evaluation system. Among them, the mapping relationship between projective geometry and evaluation system is shown in Figure 4.Figure 4
Mapping relationship between projective geometry and evaluation system.In the evaluation process of special education professional courses, the choice of evaluation method is very important. On the one hand, the evaluation method can make up for the deficiencies of the curriculum and provide data support for the reform of the curriculum [25]. On the other hand, different evaluation methods will often lead to different evaluation results, so this will seriously interfere with the adjustment direction of curriculum settings. Generally, the evaluation methods of special education curriculum mainly include dynamic evaluation, ecological evaluation, and game evaluation.


#### 2.3.1. Dynamic Evaluation

Dynamic assessment is a more procedural assessment method. The basic procedure is an educational evaluation model with the pretest as the main and the posttest as a supplement. In this mode, the evaluation is mathematically expressed as follows:(1)ℳ=Pfontiu+Pbacki+1vD=ℳditxℛai,l=∑i−1npcosx∗w2Tr.In this process, the main implementation method of dynamic assessment is to use educational pretest and posttest. Among them, the links of educational intervention are randomly adjusted according to the course content. At the same time, if the course content changes, the indicators of course dynamic evaluation will also be adjusted slightly.


#### 2.3.2. Ecological Assessment

The ecological assessment first determines the subjectK of the assessment, and then determines the basic indicators of the assessment. In the context of the theme, the weights of some indicators are often different, so the dynamic weight allocation ratio is one of the characteristics of ecological evaluation [26]. At the same time, the ecological assessment is also equipped with a basic supervision unit on the basis of dynamic adjustment, aiming to establish the scope and boundaries of adjustment:(2)K=0.1ℒi+0.4ℋi+0.2Di,Y=∑n−1nsinx+1cosx−1Ri+1,ℓ=xi−xjyi−yj,d=ax+cy−ra2+c2.If there are multiple themes of ecological assessment, the assessment will be carried out in the form of inner set. On the one hand, within a single topic, the evaluation still adopts a dynamic weight allocation strategy. On the other hand, in the process of multitopic allocation, the evaluation adopts an internal weight adjustment strategy. Once the weight of a topic changes, the weight configuration under the topic will also be adjusted accordingly to adapt to the dynamic adjustment strategy.


#### 2.3.3. Game Evaluation

Game evaluation is to evaluate the course based on game strategy, which mainly adopts the integral evaluation method. Among them, the specific implementation steps of the evaluation are as follows:(3)S=ℳℓ−Ki−1i2+j2,ℱ=∑i,j∈SSi−Xi+1,X=tani2+sinj2.In a representative game session, different strategies often correspond to different results. Therefore, in the game evaluation strategy, the evaluation method has established many evaluation results to correspond to.Based on the above findings, individual special education curriculum evaluation methods often cannot form a more comprehensive evaluation result. In this case, the ecological evaluation method incorporating projective geometry combines both the authenticity of game evaluation and the dynamic nature of dynamic evaluation. The organic combination of specific assessments and specific courses has been realized.


## 2.1. Special Education Curriculum Reform

The special education curriculum is the reform and optimization of special education. In the course of optimization process of special education specialty, the optimization of course structure, course content, and course plan is the top priority. Curriculum structure is the main goal of curriculum setting, and in the course of curriculum setting, the curriculum structure defines the main direction of the curriculum. In the entire course reform process of special education, the reform of the curriculum structure is the core of the relationship between the curriculum form and the characteristics of the curriculum, so the reform of the curriculum structure is imminent. The course content reflects the specific course content of the special education major, and reflects the relationship between the internal links of the course and specific disciplines [15]. The reform of curriculum content mainly focuses on the construction of curriculum informatization. On the one hand, informatization is the promoter of course content adjustment and an important link in the realization of course content update. On the other hand, the course content is also based on informatization as the carrier and support, which is the main form of realizing the new course content. Curriculum design stipulates the details of curriculum setting, which centrally reflects the relationship between the schedule of special education and the content of the curriculum. For example, the schedule of courses, electives, or compulsory courses, and the time of course offering are all within the scope of curriculum design regulations. The course design link not only reflects the rationalization of course content but also reflects the direction and thinking of course setting [16]. Among them, the relationship between curriculum structure and curriculum design is shown in Figure 2.Figure 2
Relationship between curriculum structure and curriculum design.Looking at the relationship between curriculum structure and curriculum design, in the special education curriculum, the structure of the curriculum is the key to the rationalization of the relationship curriculum. From this, we can conclude that the curriculum structure defines the direction of curriculum design, and curriculum design is the refinement of the curriculum structure.


## 2.2. Curriculum Design and Implementation

The curriculum design centrally reflects the structure of the curriculum and the direction of the curriculum content setting. Due to the particularity of special education, curriculum design often combines special design concepts and methods, aiming to provide a fair educational environment for special populations [17]. In this process, game teaching and dance teaching are the most commonly used curriculum design methods in special education.


### 2.2.1. Game Teaching Method

Game teaching refers to the use of games to carry out classroom practice and activities. In game teaching, the curriculum design mainly revolves around the development and basic ideas of the game [18]. Game teaching can build a comfortable classroom environment for special groups, allowing them to fully integrate into classroom activities. The basic idea of game teaching is shown in Figure 3.Figure 3
Basic idea of game teaching method.Game teaching is a relatively complete and orderly process. Generally, its implementation steps are as follows:(1)
Game import. Before the official start of the class, the teacher will act as the initiator of the game to announce the background of the game and the final game goals and tasks. After introducing the appropriate background, the teacher will ask the students if they have any questions about the game. If students have questions, teachers will answer them in a timely manner. If the student says there is no problem, then the teacher will announce the game has officially started. At the same time, teachers will also lay out corresponding backgrounds for students during the game import process.(2)
The game starts. After the game starts, students need to conduct corresponding knowledge exploration according to the tasks assigned by the teacher, and complete the tasks assigned by the teacher. During the whole game process, the teacher will participate in the game as an instructor, but the teacher must not interfere with the students' normal behavior choices and task completion [19]. At the same time, students cannot directly ask the teacher for help during the game, unless there is an abnormal emergency.(3)
Game summary. At the end of the game, the teacher will announce the final result of the game and summarize the performance of the students during the game. When summarizing, students should make corresponding records and evaluate the links that they feel are better. At the same time, teachers can also ask students to summarize verbally, but teachers should also respect the silence of students [20]. At the end of the game, teachers and students can review some of the more important time points in the game process, deepen students’ influence on unique experiences, and consolidate students’ learning outcomes. When necessary, teachers can also comment on or praise the achievements of some students.


### 2.2.2. Dance Teaching Method

If game teaching is a plot-based teaching method, then dance teaching is a sports-based teaching mode. In the dance teaching model, special groups can express nonverbal expressions through dance or a unique movement medium [21]. In the process of dancing or sports, special sports can exercise students' physical expression ability on the one hand, and it can also enhance students' somatosensory ability and enhance students' communicative ability. The realization of dance teaching is as follows:(1)
Action selection. When starting dance teaching, teachers should instruct students to choose a nonverbal movement to express themselves. After choosing the action, a sympathetic relationship can be established between the teacher and the student, and the connection between the two can be strengthened.(2)
Action imitation. After the selection of dance moves, students must not be able to master the corresponding dance moves at the first time, so movement imitation can help students establish a good sense of self-feeling and increase their self-confidence. At the same time, action imitation can also help students express their hearts and achieve self-release.(3)
Action exchange. Dance movement is a nonverbal communication mode that can help students improve their expression skills [22]. When using dance movements to communicate, students not only have no language pressure but also students can express themselves freely.(4)
Action creation. In the middle stage of dance teaching, teachers began to guide students to create movements, and no longer stick to the original movements. In the process of self-creation of movements, students can learn and express themselves independently, which fully enhances students' natural and sincere expression ability and movement habits.(5)
Action summary. After completing a series of dance movement teaching, the teacher summarizes and reviews the movement, and guides the students to make positive self-speaking, so as to exercise the students' language expression ability [23]. Through the exercise of nonverbal and verbal modes, the dance teaching mode can fully improve the quality of students' movements in space and time, and improve the students' behavioral ability in life.


## 2.2.1. Game Teaching Method

Game teaching refers to the use of games to carry out classroom practice and activities. In game teaching, the curriculum design mainly revolves around the development and basic ideas of the game [18]. Game teaching can build a comfortable classroom environment for special groups, allowing them to fully integrate into classroom activities. The basic idea of game teaching is shown in Figure 3.Figure 3
Basic idea of game teaching method.Game teaching is a relatively complete and orderly process. Generally, its implementation steps are as follows:(1)
Game import. Before the official start of the class, the teacher will act as the initiator of the game to announce the background of the game and the final game goals and tasks. After introducing the appropriate background, the teacher will ask the students if they have any questions about the game. If students have questions, teachers will answer them in a timely manner. If the student says there is no problem, then the teacher will announce the game has officially started. At the same time, teachers will also lay out corresponding backgrounds for students during the game import process.(2)
The game starts. After the game starts, students need to conduct corresponding knowledge exploration according to the tasks assigned by the teacher, and complete the tasks assigned by the teacher. During the whole game process, the teacher will participate in the game as an instructor, but the teacher must not interfere with the students' normal behavior choices and task completion [19]. At the same time, students cannot directly ask the teacher for help during the game, unless there is an abnormal emergency.(3)
Game summary. At the end of the game, the teacher will announce the final result of the game and summarize the performance of the students during the game. When summarizing, students should make corresponding records and evaluate the links that they feel are better. At the same time, teachers can also ask students to summarize verbally, but teachers should also respect the silence of students [20]. At the end of the game, teachers and students can review some of the more important time points in the game process, deepen students’ influence on unique experiences, and consolidate students’ learning outcomes. When necessary, teachers can also comment on or praise the achievements of some students.


## 2.2.2. Dance Teaching Method

If game teaching is a plot-based teaching method, then dance teaching is a sports-based teaching mode. In the dance teaching model, special groups can express nonverbal expressions through dance or a unique movement medium [21]. In the process of dancing or sports, special sports can exercise students' physical expression ability on the one hand, and it can also enhance students' somatosensory ability and enhance students' communicative ability. The realization of dance teaching is as follows:(1)
Action selection. When starting dance teaching, teachers should instruct students to choose a nonverbal movement to express themselves. After choosing the action, a sympathetic relationship can be established between the teacher and the student, and the connection between the two can be strengthened.(2)
Action imitation. After the selection of dance moves, students must not be able to master the corresponding dance moves at the first time, so movement imitation can help students establish a good sense of self-feeling and increase their self-confidence. At the same time, action imitation can also help students express their hearts and achieve self-release.(3)
Action exchange. Dance movement is a nonverbal communication mode that can help students improve their expression skills [22]. When using dance movements to communicate, students not only have no language pressure but also students can express themselves freely.(4)
Action creation. In the middle stage of dance teaching, teachers began to guide students to create movements, and no longer stick to the original movements. In the process of self-creation of movements, students can learn and express themselves independently, which fully enhances students' natural and sincere expression ability and movement habits.(5)
Action summary. After completing a series of dance movement teaching, the teacher summarizes and reviews the movement, and guides the students to make positive self-speaking, so as to exercise the students' language expression ability [23]. Through the exercise of nonverbal and verbal modes, the dance teaching mode can fully improve the quality of students' movements in space and time, and improve the students' behavioral ability in life.


## 2.3. Curriculum Evaluation Method of Fusion Projective Geometry

Projective geometry shows the nature and characteristics of graph transformation. In the course evaluation system, the transformation concept shown by projective geometry is also applicable. On the one hand, the evaluation system as a whole is also the relationship between points and lines. The point refers to the evaluation index, and the line refers to the entire context of the evaluation system [24]. On the other hand, the course evaluation method is actually a special transformation, which focuses on the relationship between the evaluation index transformation and the evaluation system. Therefore, from this point of view, it is reasonable to adopt the concept of projective geometry to reform the curriculum evaluation system. Among them, the mapping relationship between projective geometry and evaluation system is shown in Figure 4.Figure 4
Mapping relationship between projective geometry and evaluation system.In the evaluation process of special education professional courses, the choice of evaluation method is very important. On the one hand, the evaluation method can make up for the deficiencies of the curriculum and provide data support for the reform of the curriculum [25]. On the other hand, different evaluation methods will often lead to different evaluation results, so this will seriously interfere with the adjustment direction of curriculum settings. Generally, the evaluation methods of special education curriculum mainly include dynamic evaluation, ecological evaluation, and game evaluation.


### 2.3.1. Dynamic Evaluation

Dynamic assessment is a more procedural assessment method. The basic procedure is an educational evaluation model with the pretest as the main and the posttest as a supplement. In this mode, the evaluation is mathematically expressed as follows:(1)ℳ=Pfontiu+Pbacki+1vD=ℳditxℛai,l=∑i−1npcosx∗w2Tr.In this process, the main implementation method of dynamic assessment is to use educational pretest and posttest. Among them, the links of educational intervention are randomly adjusted according to the course content. At the same time, if the course content changes, the indicators of course dynamic evaluation will also be adjusted slightly.


### 2.3.2. Ecological Assessment

The ecological assessment first determines the subjectK of the assessment, and then determines the basic indicators of the assessment. In the context of the theme, the weights of some indicators are often different, so the dynamic weight allocation ratio is one of the characteristics of ecological evaluation [26]. At the same time, the ecological assessment is also equipped with a basic supervision unit on the basis of dynamic adjustment, aiming to establish the scope and boundaries of adjustment:(2)K=0.1ℒi+0.4ℋi+0.2Di,Y=∑n−1nsinx+1cosx−1Ri+1,ℓ=xi−xjyi−yj,d=ax+cy−ra2+c2.If there are multiple themes of ecological assessment, the assessment will be carried out in the form of inner set. On the one hand, within a single topic, the evaluation still adopts a dynamic weight allocation strategy. On the other hand, in the process of multitopic allocation, the evaluation adopts an internal weight adjustment strategy. Once the weight of a topic changes, the weight configuration under the topic will also be adjusted accordingly to adapt to the dynamic adjustment strategy.


### 2.3.3. Game Evaluation

Game evaluation is to evaluate the course based on game strategy, which mainly adopts the integral evaluation method. Among them, the specific implementation steps of the evaluation are as follows:(3)S=ℳℓ−Ki−1i2+j2,ℱ=∑i,j∈SSi−Xi+1,X=tani2+sinj2.In a representative game session, different strategies often correspond to different results. Therefore, in the game evaluation strategy, the evaluation method has established many evaluation results to correspond to.Based on the above findings, individual special education curriculum evaluation methods often cannot form a more comprehensive evaluation result. In this case, the ecological evaluation method incorporating projective geometry combines both the authenticity of game evaluation and the dynamic nature of dynamic evaluation. The organic combination of specific assessments and specific courses has been realized.


## 2.3.1. Dynamic Evaluation

Dynamic assessment is a more procedural assessment method. The basic procedure is an educational evaluation model with the pretest as the main and the posttest as a supplement. In this mode, the evaluation is mathematically expressed as follows:(1)ℳ=Pfontiu+Pbacki+1vD=ℳditxℛai,l=∑i−1npcosx∗w2Tr.In this process, the main implementation method of dynamic assessment is to use educational pretest and posttest. Among them, the links of educational intervention are randomly adjusted according to the course content. At the same time, if the course content changes, the indicators of course dynamic evaluation will also be adjusted slightly.


## 2.3.2. Ecological Assessment

The ecological assessment first determines the subjectK of the assessment, and then determines the basic indicators of the assessment. In the context of the theme, the weights of some indicators are often different, so the dynamic weight allocation ratio is one of the characteristics of ecological evaluation [26]. At the same time, the ecological assessment is also equipped with a basic supervision unit on the basis of dynamic adjustment, aiming to establish the scope and boundaries of adjustment:(2)K=0.1ℒi+0.4ℋi+0.2Di,Y=∑n−1nsinx+1cosx−1Ri+1,ℓ=xi−xjyi−yj,d=ax+cy−ra2+c2.If there are multiple themes of ecological assessment, the assessment will be carried out in the form of inner set. On the one hand, within a single topic, the evaluation still adopts a dynamic weight allocation strategy. On the other hand, in the process of multitopic allocation, the evaluation adopts an internal weight adjustment strategy. Once the weight of a topic changes, the weight configuration under the topic will also be adjusted accordingly to adapt to the dynamic adjustment strategy.


## 2.3.3. Game Evaluation

Game evaluation is to evaluate the course based on game strategy, which mainly adopts the integral evaluation method. Among them, the specific implementation steps of the evaluation are as follows:(3)S=ℳℓ−Ki−1i2+j2,ℱ=∑i,j∈SSi−Xi+1,X=tani2+sinj2.In a representative game session, different strategies often correspond to different results. Therefore, in the game evaluation strategy, the evaluation method has established many evaluation results to correspond to.Based on the above findings, individual special education curriculum evaluation methods often cannot form a more comprehensive evaluation result. In this case, the ecological evaluation method incorporating projective geometry combines both the authenticity of game evaluation and the dynamic nature of dynamic evaluation. The organic combination of specific assessments and specific courses has been realized.


## 3. Realization of Special Education Curriculum Based on Projective Geometry

Like the general curriculum, the special education curriculum needs to follow a series of setting procedures. In this process, planning and implementation are the first steps in setting, and assessment, evaluation, and revision are the key second steps in curriculum setting. Based on the above steps, this paper comprehensively optimizes the curriculum settings of special education majors in colleges and universities, and uses the curriculum topological sorting method to conduct a simple evaluation of the curriculum relevance of special education majors. Among them, the original data of special education curriculum settings obtained after topological sorting are shown in Table1.Table 1
Original course schedule.
Cultivation guideCourse nameCourse durationCreditCompulsoryComputer fundamentalsFirst semester12CompulsoryIdeology and politicsFirst semester8CompulsoryPrinciples of pedagogyFirst semester10AuditionsPhysical educationSecond semester4AuditionsLearning adviceSecond semester3After the course setting is completed, effective course evaluation is the key to determine the quality of the course setting. For ecological assessment, this assessment method can help us understand the nature of special education and the perception and behavioral abilities of special groups. After the course design, the course content is basically established, so the course unit of the special education major has completed the process of integration, and the teaching plan has also been established. After a reasonable course design plan is established, the course evaluation system will rate the course according to the performance of the course in practical application, and then retake the unqualified course design. Unqualified curriculum design generally has only two destinations, one is to finally convert to a qualified curriculum design plan, and the other is to be called back as a failed curriculum design case.However, no matter how well designed the curriculum is, there is still room for improvement. In teaching evaluation, the effect of teaching is closely related to the setting of teaching courses, so the course content and course design directly reflect the final teaching effect. Based on the concept of projective geometry, this paper reoptimizes and upgrades the evaluation system. After a series of improvements, the new course setting method has been optimized in both course content and course design. The optimized course schedule is shown in Table2.Table 2
Optimized course schedule.
Cultivation guideCourse nameCourse durationCreditCompulsoryComputer fundamentalsFirst semester8CompulsoryIdeology and politicsFirst semester6CompulsoryPrinciples of pedagogyFirst semester8AuditionsPhysical educationSecond semester6AuditionsLearning adviceSecond semester6PracticeTeaching practiceFirst semester10PracticeTeaching psychologySecond semester10The final result of the evaluation will directly affect the development direction of special education and directly reflect the effect of teaching. In addition, in the evaluation process, the evaluation environment and evaluation method are also worth considering. Starting from educational reality, the design of special education curriculum must be the result of repeated revisions and optimizations. In the process of infinite revision, the special education curriculum will inevitably evolve from idealism to realism.


### 3.1. Curriculum Setting Results of Integrating Projective Geometry

In the information age, teachers' curriculum design ability directly affects the actual effect of curriculum teaching. For special education groups, what they urgently need is to make up for the defects existing in psychology or physiology. Therefore, the main goal of the special education curriculum is to use information technology and projective geometry to train special groups, and finally let the group acquire rich knowledge inside and outside the classroom and cultivate their ability to act independently. In order to evaluate the actual effect and applicability of the new curriculum setting method, the article analyzes the effect of the curriculum setting method on special groups from the following four dimensions. In the evaluation process, the evaluation criteria are divided into five grades, from high to low, 5, 4, 3, 2, and 1.


### 3.2. Distribution of Physical Health under the New Curriculum

In the course design process of the past, people often only focus on the personal achievement of learning, while ignoring the physical and mental development of students. In this case, although students' grades have been improved to a certain extent, their personal physical conditions cannot be guaranteed. For this reason, the article integrates the concept of projective geometry to optimize the traditional curriculum setting method so that the curriculum setting not only pays attention to the improvement of students' performance but also pays attention to the healthy development of students. Among them, the distribution of physical health status under different methods is shown in Figure5.Figure 5
Distribution of physical health status under different methods.Figure5 shows that different methods pay significantly different attention to the health status of special groups. Among them, in the previous course setting process, the students' motor ability and health-level evaluation grades were lower, 2.2 and 1.9, respectively. At the same time, due to the neglect of health status in the curriculum setting, students' mental health assessment level is also relatively low, at 2.1. It can be seen that in the previous course design, there are great hidden dangers in the health and psychological conditions of students. In contrast, after adopting the new curriculum setting method, the student's health assessment reached 2.7, a year-on-year increase of 42.1%. Moreover, after taking into account the students' health status, the students' mental health has also been guaranteed, with a rating of 3.1. It can be seen that after the integration of projective geometry theory, new progress has been made in the curriculum setting method of special education majors, and the health status of students has also been basically guaranteed.


### 3.3. Educational Level Assessment under the New Curriculum Setting

The main purpose of the curriculum is to enable students to master knowledge and receive a complete subject education. Due to the particularity of special education, the curriculum setting not only needs to consider the acceptance level of students but also comprehensively consider the particularity of students' learning. In this case, the article evaluates the educational level of special groups from the perspective of intelligence, perception, and communication, and the results are shown in Figure6.Figure 6
Educational-level assessment under different methods.The data in Figure6 shows that the educational level of students is closely related to the quality of the curriculum. In terms of intelligence, because of the uniqueness of special education, the article judges it only by academic level. Among them, the students' intelligence rating under the action of traditional curriculum setting method is 1.7. After adopting the new curriculum setting method, students have more time and energy to develop their own abilities inside and outside the classroom, so the students' intelligence rating is 3.4. It can be seen that the new curriculum setting method can maximize the autonomy of students' learning and help their intelligence improve. At the same time, in terms of learning ability and autonomy, the new curriculum setting method has a grade rating of 3.2 and 3.4, respectively. This shows that students' learning ability has been greatly improved under the new curriculum setting method.


### 3.4. Vocational Skill-Level Assessment under the New Curriculum Setting

Since special education majors are all for special professional talents, vocational skills training is another goal of special education curriculum. In the process of vocational skill development, students' potential and vocational skill ability are the key indicators to measure the level of vocational skills. Therefore, the article compares the vocational skill level rating of different methods, and analyzes the impact of the new curriculum setting on the vocational skill level from different dimensions. Among them, the evaluation results of vocational skill level under different methods are shown in Figure7.Figure 7
Occupational skill level assessment results under different methods.From Figure7, we can see that the curriculum setting generally pays less attention to vocational skills. From the economic activity, we can see that the general curriculum does not take this activity into account, and its grade rating is only 1.1. At the same time, we can also see from the occupational interest that due to the inconvenience of the special group, the occupational interest rating of this group is only 0.8. In contrast, the special education curriculum setting method integrating projective geometry takes into account the cultivation of students' vocational skills, and their vocational interest rating is 2.1, which is much higher than the general level.


### 3.5. Comprehensive Ability Assessment under the New Curriculum Setting

Curriculum settings often consider the comprehensive ability of the student group, so it is inevitable to make choices in some subtleties. In order to maximize the comprehensive ability of students, the article comprehensively considers the comprehensive ability of special education groups from the aspects of cognition, control, and adaptability. The performance of the comprehensive ability assessment under different methods is shown in Figure8.Figure 8
Comprehensive ability assessment performance under different methods.Figure8 shows that the composite evaluation performance of different methods is very different. In terms of learning ability, the traditional curriculum setting method has certain advantages, and the grade rating is 2.4, which has initially reached the expected level. In contrast, the new special education curriculum setting method has significantly improved the students' learning ability, and the grade assessment has reached 4.2, far exceeding the general level. In terms of control, the traditional curriculum does not involve this content, so its score is not high, only 1.2. The new curriculum setting method integrating projective geometry takes into account the students' learning ability and autonomous ability, and its evaluation level is higher, which is 3.4. It can be seen that the new curriculum setting method not only realizes the improvement of learning but also realizes the improvement of professional skills.


## 3.1. Curriculum Setting Results of Integrating Projective Geometry

In the information age, teachers' curriculum design ability directly affects the actual effect of curriculum teaching. For special education groups, what they urgently need is to make up for the defects existing in psychology or physiology. Therefore, the main goal of the special education curriculum is to use information technology and projective geometry to train special groups, and finally let the group acquire rich knowledge inside and outside the classroom and cultivate their ability to act independently. In order to evaluate the actual effect and applicability of the new curriculum setting method, the article analyzes the effect of the curriculum setting method on special groups from the following four dimensions. In the evaluation process, the evaluation criteria are divided into five grades, from high to low, 5, 4, 3, 2, and 1.


## 3.2. Distribution of Physical Health under the New Curriculum

In the course design process of the past, people often only focus on the personal achievement of learning, while ignoring the physical and mental development of students. In this case, although students' grades have been improved to a certain extent, their personal physical conditions cannot be guaranteed. For this reason, the article integrates the concept of projective geometry to optimize the traditional curriculum setting method so that the curriculum setting not only pays attention to the improvement of students' performance but also pays attention to the healthy development of students. Among them, the distribution of physical health status under different methods is shown in Figure5.Figure 5
Distribution of physical health status under different methods.Figure5 shows that different methods pay significantly different attention to the health status of special groups. Among them, in the previous course setting process, the students' motor ability and health-level evaluation grades were lower, 2.2 and 1.9, respectively. At the same time, due to the neglect of health status in the curriculum setting, students' mental health assessment level is also relatively low, at 2.1. It can be seen that in the previous course design, there are great hidden dangers in the health and psychological conditions of students. In contrast, after adopting the new curriculum setting method, the student's health assessment reached 2.7, a year-on-year increase of 42.1%. Moreover, after taking into account the students' health status, the students' mental health has also been guaranteed, with a rating of 3.1. It can be seen that after the integration of projective geometry theory, new progress has been made in the curriculum setting method of special education majors, and the health status of students has also been basically guaranteed.


## 3.3. Educational Level Assessment under the New Curriculum Setting

The main purpose of the curriculum is to enable students to master knowledge and receive a complete subject education. Due to the particularity of special education, the curriculum setting not only needs to consider the acceptance level of students but also comprehensively consider the particularity of students' learning. In this case, the article evaluates the educational level of special groups from the perspective of intelligence, perception, and communication, and the results are shown in Figure6.Figure 6
Educational-level assessment under different methods.The data in Figure6 shows that the educational level of students is closely related to the quality of the curriculum. In terms of intelligence, because of the uniqueness of special education, the article judges it only by academic level. Among them, the students' intelligence rating under the action of traditional curriculum setting method is 1.7. After adopting the new curriculum setting method, students have more time and energy to develop their own abilities inside and outside the classroom, so the students' intelligence rating is 3.4. It can be seen that the new curriculum setting method can maximize the autonomy of students' learning and help their intelligence improve. At the same time, in terms of learning ability and autonomy, the new curriculum setting method has a grade rating of 3.2 and 3.4, respectively. This shows that students' learning ability has been greatly improved under the new curriculum setting method.


## 3.4. Vocational Skill-Level Assessment under the New Curriculum Setting

Since special education majors are all for special professional talents, vocational skills training is another goal of special education curriculum. In the process of vocational skill development, students' potential and vocational skill ability are the key indicators to measure the level of vocational skills. Therefore, the article compares the vocational skill level rating of different methods, and analyzes the impact of the new curriculum setting on the vocational skill level from different dimensions. Among them, the evaluation results of vocational skill level under different methods are shown in Figure7.Figure 7
Occupational skill level assessment results under different methods.From Figure7, we can see that the curriculum setting generally pays less attention to vocational skills. From the economic activity, we can see that the general curriculum does not take this activity into account, and its grade rating is only 1.1. At the same time, we can also see from the occupational interest that due to the inconvenience of the special group, the occupational interest rating of this group is only 0.8. In contrast, the special education curriculum setting method integrating projective geometry takes into account the cultivation of students' vocational skills, and their vocational interest rating is 2.1, which is much higher than the general level.


## 3.5. Comprehensive Ability Assessment under the New Curriculum Setting

Curriculum settings often consider the comprehensive ability of the student group, so it is inevitable to make choices in some subtleties. In order to maximize the comprehensive ability of students, the article comprehensively considers the comprehensive ability of special education groups from the aspects of cognition, control, and adaptability. The performance of the comprehensive ability assessment under different methods is shown in Figure8.Figure 8
Comprehensive ability assessment performance under different methods.Figure8 shows that the composite evaluation performance of different methods is very different. In terms of learning ability, the traditional curriculum setting method has certain advantages, and the grade rating is 2.4, which has initially reached the expected level. In contrast, the new special education curriculum setting method has significantly improved the students' learning ability, and the grade assessment has reached 4.2, far exceeding the general level. In terms of control, the traditional curriculum does not involve this content, so its score is not high, only 1.2. The new curriculum setting method integrating projective geometry takes into account the students' learning ability and autonomous ability, and its evaluation level is higher, which is 3.4. It can be seen that the new curriculum setting method not only realizes the improvement of learning but also realizes the improvement of professional skills.


## 4. Conclusion

With the development of education, curriculum reform has been placed in a prominent position. In the course of curriculum setting transformation, projective geometry not only provides new ideas for curriculum setting but also lays a foundation for the introduction of new curriculum setting methods. Special education is an important link in the development of education, and teachers are the leaders in the development of education. Therefore, this determines that the curriculum setting of special education is completely different from the ordinary teaching method. Informatization is the only way to develop in the new era, and it is also an essential tool for the revitalization of education. Based on this, in the process of special education curriculum reform, the method of special education curriculum will always be carried out around the principle of “comprehensive development and complementary advantages.” Through a period of teaching practice, the article studies the realization of the integration of projective geometry and special education. Driven by the method of projective geometry, the paper proposes a new method of special education curriculum setting and uses the special education evaluation method to rate it. Due to time reasons, the article cannot evaluate all the evaluation indicators, so the evaluation is inevitably one-sided. In the future, the article will start from multiple perspectives, aiming to comprehensively analyze and evaluate the concept of special education curriculum.



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*Source: 5893526-2022-09-23.xml*