What is structured curriculum

1. What is the difference between low-structured and high-structured teaching

The difference between low-structured and high-structured teaching:

i. Low-structured teaching is determined by the child and the teacher*** together to determine the goals of the learning back, while the learning goals of high-answer structured teaching are mainly predetermined by the teacher;

ii. Low-structured teaching is mainly initiated by the child, while high-structured teaching is The motivation for low-structured teaching activities is mainly the children's needs, while the motivation for high-structured teaching activities is mainly the teacher's rewards and punishments;

Fourth, low-structured teaching emphasizes the process of activities, while high-structured teaching emphasizes the results of activities.

2. Kindergarten Curriculum Theory Short Answer Questions What is the difference between low-structured and high-structured teaching

This question is so difficult to answer ah, can answer a long, but the difference is The training aspect of talent.

3. What is Structured Interviewing

Professor Shikan, a researcher at the Chinese Academy of Sciences, defines the concept of Structured Interviewing as the process of evaluating a candidate for a specific position according to his or her competency profile, following a fixed procedure, and employing a specialized question bank, evaluation criteria, and evaluation methodology through face-to-face verbal exchanges between a panel of examiners and the candidate. The first step in the process is to evaluate whether the applicant meets the requirements of the job.

The structured interview refers to the content of the interview, the form, the procedure, the scoring criteria and the results of the synthesis and analysis of the constituent elements of the interview, in accordance with the unified development of the standards and requirements of the interview.

First of all, according to the analysis of the position, to determine the assessment elements of the interview, in each of the dimensions of the assessment of the pre-programmed interview questions and the development of the corresponding scoring standards, the interview process in accordance with an objective evaluation procedures, quantitative analysis of the subject's performance, to give an objective evaluation criteria, different evaluators use the same evaluation criteria to ensure that the judgement of the fairness of the reasonableness.

4. What is the difference between low-structured and high-structured instruction in the kindergarten curriculum

(1) In kindergarten curriculum activities, the design and implementation of educational activities range from low to high in the degree of structuring, forming a continuum on which all educational activities can find their corresponding place. (2) Generally speaking, the nature of each type of educational activity itself determines the basic condition of the degree of structuring of that educational activity, which is manifested in the fact that each type of educational activity can find its corresponding region on this continuum. (3) Although the degree of structuring of the same type of educational activities of the basic state of convergence, but the design and implementation of early childhood education activities and other aspects of the reasons, the degree of structuring will also be different, as manifested in the continuum with this type of educational activities corresponding to a smaller area can be found in the corresponding position.

5. Kindergarten curriculum theory of the difference between low-structured and high-structured teaching

Kindergarten curriculum theory of the difference between low-structured and high-structured teaching: low-structured teaching by the children and the teacher *** with the determination of the objectives of the learning, high-structured teaching of the learning objectives are mainly by the teacher to predetermine; low-structured teaching is mainly initiated by the children, high-structured teaching is mainly by the teachers Initiation; low-structured teaching activities are mainly motivated by children's needs, high-structured teaching activities are mainly motivated by the teacher's rewards and punishments; low-structured teaching emphasizes the process of activities, high-structured teaching emphasizes the results of activities.

6. What are the characteristics of the structured thinking training courses

Application of the actual problems of the enterprise on-site discussion

Teaching skills also reflects a problem-solving attitude

Most of the cases come from back to the enterprise case

Tools and software to pass the answer to the teaching of the skills can be landed on the organization

Rational and emotional dual-line problem-solving

7. How to structure teaching lesson plans for elementary school mathematics

(a) The continuity criterion

The continuity criterion requires the teacher to start from the holistic principle of system theory, break down the content of the teaching into interconnected knowledge points, expand the learning of unknown knowledge from the existing knowledge base, and progressively advance from the basic theoretical knowledge to the application of knowledge. This will enable students to form a larger knowledge system on the basis of the original knowledge system, in the study of knowledge points while mastering the method of learning knowledge, in the study of theoretical knowledge while mastering the background of the production of these knowledge and the practical application of value.

For example, in the design of teaching decimals, the number as a system, the students have mastered the whole number as a starting point, starting from the meaning of decimals, the reading of decimals, the writing of decimals, the comparison of the size of decimals, the calculation of decimals, decimals, the calculation of the nature of the decimals, etc., to guide the students through the connection and comparison of knowledge related to the whole number of knowledge to learn about decimals.

(ii) Relevance criterion

Relevance refers to the process of teaching and leading students to analyze problems by looking for factors and conditions that are related, and solving mathematical problems by means of correlation. Relevance mainly includes content relevance, math method relevance, and math teaching activity relevance. Taking content relevance as an example, it focuses on whether the teacher builds connections between the knowledge of the curriculum and the knowledge relevance in teaching, so as to arouse students' attention and thinking.

For example, when designing the teaching of the area of polygons, the area of triangles is first introduced, followed by the area of quadrilaterals (including special squares, rectangles, trapezoids, and quadrilaterals in general), and then finally the area of polygons is organized for students to discuss. Teachers should design their teaching from a systems theory perspective, taking polygons as a large system, with triangles and quadrilaterals, etc., as subsystems of polygons. First guide students from two triangles can form a quadrilateral, three triangles can form a pentagon, and so on, so that students think about how many triangles polygons are made up of, and then think about whether finding the area of polygons can be transformed into finding the area of triangles, to systematize the problem, simplify it. Teaching, teachers provide students with a specific, open learning environment, allowing students to participate in the whole process of problem solving, which is conducive to the gradual dispersion of students' thinking, the knowledge system is gradually unified, to promote the structured learning of students.

(C) cyclical guidelines

Teaching is a cyclical and gradual process, so is learning. In the process of teaching, the teacher from the holistic and purposeful system theory, rational design of teaching content, for the cycle of mathematical knowledge, let students contact their own learning, all kinds of knowledge to be categorized, refinement, sublimation of the knowledge and methods used.

To practice the cycle and summarize the part, for example, the teacher designed a variety of knowledge and knowledge, knowledge and application of the cycle between the practice, summarize and skillfully applied to real life. For example: the textbook units are followed by subsections, there is a knowledge cycle between subsections, a summary of mathematical knowledge for each grade, and finally a large summary for elementary mathematics. Teachers implement structured teaching based on the basic ideas of system theory, and in the process of designing classroom teaching in-depth interpretation of the teaching guidelines, clear student learning objectives, clear student learning starting point on the basis of a rational formulation of teaching objectives.

8. What is structured teaching

Structured teaching is the process by which the instructor arranges a structured and systematic learning environment and uses visual cues as much as possible to help children with autism establish their own personal work systems and habits, and to develop their ability to work independently, so that they can integrate into the community and society through an individualized learning plan. For example, Professor Eric Schopler of the University of North Carolina (Eric Schopler & Robert Jay) has accumulated twenty years of clinical experience and research since 1966, and has integrated diagnosis, assessment, early education, school education, family education, teacher-parent training, and vocational education with the goal of children's self-sufficiency.

9. What is integrated design. Structured curriculum. Granular resources

It is a copy of the design idea of the national professional teaching resource library

Integration design

The integration design of the resource layout and the function of the operation platform is a prerequisite for the construction of the resource library, which should be aimed at meeting the needs of the users, and should carry out the overall design of the knowledge structure, the attributes of the resources and the function of the operation platform based on the characteristics of the professional field.

Structured courses

A set of standardized courses is the focus of the construction of the resource library, which should provide users with a complete set of professional core courses representing the highest level of the specialty on the basis of teaching reform. (Courses newly constructed by users in the process of using the resource library can be used as new resources in the process of running the resource library, but not as the "structured courses" that the resource library must have)

Granular resources

Small granular resources reflecting the advantages of information technology are the basis for the construction of the resource library, and the resources should be designed as much as possible into the core courses under the premise of guaranteeing the scientificity and effectiveness of the resources. The resources in the library should be designed as small as possible under the premise of guaranteeing the scientific and effective learning units, and stored in a granular way, so that they can be easily retrieved and grouped into classes.

10. What is the difference between low-structured teaching and high-structured teaching in kindergarten curriculum

Difference between low-structured teaching and high-structured teaching: low-structured teaching is to be determined by the children and the teacher*** together to determine the goal of learning, while high-structured teaching's goal of learning is to be predetermined by the teacher; low-structured teaching is to be initiated by the children, while high-structured teaching is mainly to be initiated by the teacher; the motivation of the activities of low-structured teaching is mainly to be determined by the teacher. structured teaching activities are mainly motivated by children's needs, and highly structured teaching activities are mainly motivated by teachers' rewards and punishments; low-structured teaching emphasizes the process of activities, and highly structured teaching emphasizes the results of activities.