A. What dimensions does the overall goal of the art curriculum include?

The connection of theoretical examination questions of art teachers in different regions

Review of the Evaluation and Appointment of Teachers in Ningbo Education Bureau in 2005

Second, the curriculum standards (total 10)

1. What dimensions does the overall goal of the art curriculum standard include? What's the difference between it and the past art outline?

2. After studying the art curriculum standards, what amendments have you made in teaching evaluation?

Three, teaching materials and teaching methods (30 points)

According to the textbook 12, Volume III of the People's Beauty Edition (see the copy), write a brief case of the key points, difficulties and teaching process. On teaching reflection around the characteristics of using local curriculum resources in this course.

Four, the basic knowledge (50 points)

1. What is the law of formal beauty?

2. What are the methods of using ink in China's painting?

3. What are the characteristics of children's paintings?

4. What are the characteristics of auspicious patterns in China? Use? And illustrate the significance with examples.

5. Draw more than 2 cartoon characters.

B. What are the curriculum dimensions that emphasize children's interests, motivations and needs?

1. Subject-based curriculum refers to a teaching subject composed of knowledge suitable for students' age characteristics and development level from various professional disciplines according to the training objectives and scientific development of the school, also known as subject-based curriculum.

2. Child-centered curriculum theory is a curriculum theory established and developed on the basis of criticizing and surpassing herbalism curriculum theory. It completely negates all kinds of traditional views centered on the subject theme, and advocates taking students' interests, hobbies, motives and needs as the value orientation and children's social activities as the center to develop the curriculum. Its representative figure, the most famous is Dewey.

C. What is the dimension for this course to share the discussion on people's livelihood strategy in China, China?

China people's livelihood war. Discussion is a long-term topic, but also a topic with dimensions.

D. What are the three-dimensional goals of primary school mathematics, and what are the differences between them?

First, the training methods are different:

The goal of three-dimensional teaching is not three goals, but three aspects of a problem. It embodies the basic idea of the new curriculum, is the basic way to cultivate quality education in subject courses, and is the objective requirement of students' all-round harmonious development, personality development and lifelong development.

In the new edition of Primary School Mathematics Curriculum Standard (Revised Draft) (commonly known as 20 1 1 version), the overall goal of mathematics curriculum and the goal of learning sections are expressed in four dimensions, that is, what we call "four-dimensional goals", namely knowledge and skills, mathematical thinking, problem solving and emotional attitude.

Second, the course objectives are different:

Three-dimensional curriculum objectives:

Emotional attitude and value goal. Emotion not only refers to learning interest and learning responsibility, but more importantly, it is an optimistic attitude towards life, a scientific attitude of seeking truth from facts and a tolerant attitude towards life. Values not only emphasize personal values, but also emphasize the unity of personal values and social values.

Four-dimensional curriculum objectives:

1. acquire important mathematical knowledge (including mathematical facts and experience in mathematical activities) necessary for adapting to future social life and further development, as well as basic mathematical thinking methods and necessary application skills;

2. Initially learn to observe and analyze the real society by using mathematical thinking mode, solve problems in daily life and other disciplines, and enhance the awareness of applied mathematics;

3. Understand the close relationship between mathematics and nature and human society, understand the value of mathematics, and enhance the understanding of mathematics and confidence in learning mathematics well;

Third, the expression is different:

To determine the teaching objectives, the "three dimensions" are clear, and the "four elements" permeate the three dimensions. They cross and depend on each other, and they cannot be neglected.

The setting of teaching objectives should pay attention to operability. Generally speaking, the setting of junior high school mathematics teaching objectives should present "three dimensions" and embody "four elements". Through the use of behavioral verbs, we can vividly and concretely reflect the changes of curriculum ideas and make the teaching objectives more operable.

E. what is the three-dimensional goal of teaching? What is the detailed explanation of the three dimensions? What are the principles for determining three-dimensional goals?

It refers to the three target dimensions that should be achieved in the process of education and teaching, namely: knowledge & knowledge; Skills); Process and method (process &; Step); Emotional attitude and values (emotional attitude &; Values). "

1, knowledge and skill objectives: mainly including core knowledge and basic knowledge of disciplines indispensable for human survival; Basic ability-the ability to acquire, collect, process and use information, the spirit of innovation and practical ability, the desire and ability of lifelong learning.

2. Process and method objectives: mainly include the processes and methods that are indispensable for human survival. Process-refers to a responsive learning environment and communication and experience. Methods-including basic learning methods (autonomous learning, cooperative learning and inquiry learning) and specific learning methods (discovery learning, group learning and exchange learning).

3. Emotional attitude and value goal: Emotion not only refers to learning interest and learning responsibility, but more importantly, it is an optimistic attitude towards life, a scientific attitude of seeking truth from facts and a tolerant attitude towards life. Values not only emphasize personal values, but also emphasize the unity of personal values and social values; It emphasizes not only the value of science, but also the unity of scientific value and humanistic value.

It not only emphasizes human value, but also emphasizes the unity of human value and natural value, so that students can establish the value pursuit of truth, goodness and beauty and the concept of harmonious and sustainable development between man and nature.

Principle: According to the national education policy and the law of students' physical and mental development.

(5) What does the curriculum dimension mean? Extended reading:

The premise of integrating three-dimensional goals is to interpret the text as a whole and scientifically determine the goals of each dimension. "The husband's essays are lyrical, and the readers wear essays into the artistic conception, and they seek the source along the waves, although it will be obvious." When reading the text, we must first determine the development point of emotional attitude and values.

For example, we can't simply talk to students about protecting the environment by teaching four texts, such as Kingfisher, Swallow Train, Story of a Small Village and Oak by the Road, in the second volume of the third grade standard experimental textbook. According to the characteristics of the text and the students' reality, the emotional attitude and value goals such as "friend of mankind", "caring for life", "not only immediate interests" and "harmony between man and nature" are determined, and the humanistic spirit of students is gradually improved.

Then, determine the foothold of knowledge and ability, the development point of process and method, such as "it flew so far here to be friends with us", "the swallow is very tired after a long journey, and can't find food, so he is hungry to death". And make reading comprehension and imagination experience. And set a comprehensive teaching goal.

F: What are the new requirements of the new English curriculum standards for teaching dimensions?

The realization of the teaching goal of the new English curriculum standard in senior high school

As teachers, we should understand the objectives of the curriculum and explore ways and means to achieve these objectives. The general goal of the new English curriculum in senior high school is to make students further clarify the purpose of English learning and develop the ability of autonomous learning and cooperative learning on the basis of English learning in compulsory education. Form effective English learning strategies; Cultivate students' comprehensive language use ability. The formation of comprehensive language use ability is based on the comprehensive development of language skills, language knowledge, emotional attitudes, learning strategies and cultural awareness. The new curriculum standard puts forward the basic goals of foreign language teaching from five dimensions, namely, language knowledge goal, language skills goal, emotional attitude goal, learning strategy goal and cultural awareness goal. This paper tries to talk about how to realize the five-dimensional teaching goal of the new English curriculum standard in senior high school from the perspective of knowledge classification theory.

First, the main idea of cognitive psychology knowledge classification theory

1. declarative knowledge and procedural knowledge

According to modern cognitive psychology, generalized knowledge can be divided into two categories: declarative knowledge and procedural knowledge. The so-called declarative knowledge refers to the knowledge that individuals consciously extract clues and can directly state. This kind of knowledge answers the question of what the world is, and is generally obtained through memory. Its essence is that the input information forms a proposition network in the brain, which is characterized by propositions, images and linear sequences. Procedural knowledge is the knowledge about how to do things, and it is the knowledge of using concepts and rules to solve problems. Mainly solve the problem of how to do it. Its essence is composed of concepts and rules, and it is a process of applying concepts and rules to solve practical problems, which is manifested as a production system, such as "If …… then ……". Due to the different orientations of application concepts and rules, procedural knowledge can be divided into two subcategories. One is the procedural knowledge of using concepts and rules to deal with affairs, that is, processing and processing information, which is called wisdom skills; The other is the application of concepts and rules in internal control, that is, procedural knowledge to control their own information processing process, which is called cognitive strategy. It can be seen that the so-called generalized knowledge in cognitive psychology includes knowledge and skills, that is, declarative knowledge and procedural knowledge, which actually correspond to the knowledge and skills mentioned in traditional teaching in China.

2. Interpretation of knowledge acquisition process

Cognitive psychology regards the process of knowledge acquisition as the process of information processing. Anderson explained the acquisition process of declarative knowledge with the activation theory of information processing: the environment (including teachers and textbooks) presents new knowledge to students; Students transform perceived information symbols into representations of propositions; By activating diffusion, the new proposition activates the related propositions in the original proposition network; The new proposition and the activated original proposition are in working memory at the same time, resulting in network connection, and the new proposition is obtained or generated through the sorting process; All new propositions provided by the outside world are closely related to the activated original propositions and stored in long-term memory. In the acquisition stage of new knowledge, all knowledge is declarative.

Anderson believes that the acquisition of intellectual skills in procedural knowledge can be divided into two stages: one is that rules are incorporated into the propositional network of learners' original knowledge in the form of declarative knowledge; Then, in a series of exercises, by summarizing and distinguishing its applicable conditions, declarative knowledge is transformed into procedural knowledge of production representation. Anderson believes that in the process of acquiring and applying new knowledge, positive examples help to generalize and counterexamples help to distinguish, which is very important for transforming declarative knowledge into procedural knowledge.

As for the cognitive strategy in procedural knowledge, it is a skill of consciously self-regulating information processing activities, which is obtained by reflecting on certain information processing activities.

According to the explanation of modern cognitive psychology on the process of knowledge classification and knowledge acquisition, we can see that the learning of generalized knowledge mainly goes through three stages: acquisition, consolidation, application and transformation. In the acquisition stage of new knowledge, learners selectively accept new information under the guidance of learning objectives, and new knowledge and old knowledge are interrelated and interact logically and reasonably. If it is assimilated by the original knowledge structure, that is, new knowledge enters the original proposition network. The knowledge at this time belongs to declarative knowledge. After the acquisition of new knowledge, there are two development directions. After proper review and memory, some knowledge is further consolidated in the mind, and the original cognitive structure of learners is reorganized or reconstructed. The other part of knowledge is transformed into problem-solving skills through training, that is, into procedural knowledge. Variant training is an important form of procedural knowledge transformation from declarative form to procedural form.

Second, the guiding significance of knowledge classification theory to achieve the teaching objectives of the discipline

1. Realizing Five-dimensional Goals in declarative knowledge learning

The declarative knowledge that senior high school students should learn and master is the basic knowledge of English language, including pronunciation, vocabulary, grammar, function and topic. Knowledge is an organic part of language ability and an important basis for developing language skills. According to cognitive psychology, declarative knowledge learning generally adopts four strategies, namely, repetition strategy, arrangement strategy, organization strategy and generalization strategy. As new knowledge in the form of declarative knowledge, some learning difficulties lie in maintaining and some difficulties lie in understanding. For the former, we can keep it according to the rules of memory, such as retelling and reviewing. For the latter, we can deepen our understanding through "sorting strategy".

Taking vocabulary learning as an example, teachers can use "sorting strategy" to guide students' vocabulary learning. According to the learning theory of cognitive psychology, teachers can guide students to carry out the following strategic guidance on vocabulary:

(1) Attention. According to the theory of knowledge classification, knowledge learning begins with learners' attention. Attention refers to learners' goal-oriented activities, requiring students to discuss the meaning of sentences containing learning words and explain them in English.

(2) Non-contextualization. Separate the learning words from the sentence context of the original text, activate the original knowledge, recall all the words similar to the learning words, and then explain these words with English definitions, pointing out that the semantic similarities between words are mainly semantic differences; Ask to find phrases that form a collocation relationship with the words you have learned. In this way, a complete semantic field can be formed by taking the horizontal combination relationship (collocation) and vertical combination relationship (synonym) of learning words as semantic structures.

(3) Contextualization. Restore the analysis results, namely synonyms and their corresponding collocations, to the context, that is, create a meaningful and appropriate context, such as associating a scene closely related to one's life and study, so that these words and their collocations can be properly used. In this way, students can learn to use vocabulary, which is conducive to stimulating their interest in learning.

The above study can be discussed in groups, and each group needs a recorder to record and summarize. After the group study is finished within the specified time, each group sends representatives to report the learning results of the group to the whole class. In this way, students can develop their own learning strategies on the basis of mastering knowledge. At the same time, because learning adopts the mode of group cooperation and autonomous learning, it can stimulate students' interest in solving problems to a certain extent, make them have a positive emotional experience, and also enhance students' ability of autonomous learning and cooperative learning.

2. Achieve five-dimensional goals in procedural knowledge learning.

The procedural knowledge that senior high school students should learn and master is language skills, including listening, speaking, reading and writing skills and their comprehensive application ability. Listening and reading are skills of understanding, while speaking and writing are skills of expression. These four skills complement and promote each other in language learning and communication. Students should form comprehensive language application ability through a large number of specialized and comprehensive language practice activities, and lay the foundation for real language communication. The theory of knowledge classification holds that in the process of acquiring procedural knowledge, the learning of declarative knowledge is the means and the learning of procedural knowledge is the purpose. Practice is the only way to transform declarative knowledge into procedural knowledge, that is, knowledge into problem-solving skills. Because students can only form skills by constantly contacting and coping with learning tasks. Variant exercises play an important role in the transformation from declarative knowledge to procedural knowledge. Therefore, in the process of English listening, speaking, reading and writing teaching, teachers should create varieties to really improve students' language ability.

Take writing teaching as an example. The writing skills of the eighth grade (that is, graduating from high school) in the English Curriculum Standard for Full-time Compulsory Education (experimental draft) are as follows: (1) Being able to write a clear and well-structured essay, describing things or expressing opinions and attitudes; Can write a summary according to the text; Be able to achieve stylistic norms and fluent sentences in writing; Be able to write short articles or reports with information provided by words and charts. This goal requires students to change from simple language output to doing concrete things with language, express their articles with various words, sentences and styles according to their own experiences and feelings, and pay attention to the improvement of students' practical language application ability. Based on this, teachers should create writing variants on the basis of students' mastery of basic vocabulary and grammar, strengthen the guidance of students' writing strategies and promote the development of students' language use ability. In writing training, we can adopt the strategy of combining writing teaching with listening and speaking teaching and reading teaching. Writing ability is closely related to listening and speaking ability. Written language is developed from spoken language, which is the basis of written language.

Therefore, to improve students' writing ability, we must first improve students' oral expression ability. Practicing writing on the basis of listening and speaking can provide a certain source of content for writing. Specifically, the following measures can be taken: listen to the tape and complete the sentences. Retell the listening material and rewrite the dialogue. Reading and writing are inseparable. Reading is the basis of writing, the source of collecting composition materials, learning vocabulary and sentence patterns, and novel expressions. Through reading, students can enlarge their vocabulary, broaden their knowledge, master more writing skills, enhance their sense of language and promote the development of their thinking ability, thus storing a large amount of language information and laying a solid foundation for writing. Moreover, practicing with the text as a reference can make students follow it, reduce their fear of difficulties and increase their confidence.

From the training of the above writing strategies, we can see that in the process of writing, students' interest in learning can be stimulated through various forms of exercises, and in the link of combining reading with writing, the input of cross-cultural content can be strengthened to improve students' cultural awareness, thus promoting the improvement of their comprehensive language ability.

In short, in the new English curriculum standards, the realization of basic knowledge and basic skills goals can promote the realization of other three-dimensional goals, and the five-dimensional goals are interrelated and inseparable. In English teaching, teachers should pay attention to the strategic guidance of students' declarative knowledge and procedural knowledge learning. Only with effective strategic guidance can students be improved in five aspects.

G. What are the "three dimensions" and "five plates" of the new Chinese curriculum?

The main points of the new curriculum standard can be summarized as follows: an overall goal-comprehensively improving students' Chinese rights literacy-three dimensions of instrumentality and humanity-knowledge and ability, process and method, and four concepts of emotion, attitude and values-comprehensively improving students' Chinese literacy; Correctly grasp the characteristics of Chinese education; Actively advocate independent, cooperative and inquiry learning methods; Strive to create an open and energetic Chinese course. Five parts-reading and writing, reading, writing and speaking.

Three dimensions-knowledge and ability, process and method, emotion, attitude and values.

Five parts-reading and writing, reading, writing and speaking.

H. Think about how to design a barrier-free mooc course, and what dimensions should the faculty use?

Design concept of course platform for large-scale open online courses

1. Advanced maturity

System design should not only adopt advanced thinking, advanced technology and system engineering methods, but also pay attention to the rationality of thinking, the feasibility of technology and the correctness of methods. The design of the system can not only reflect today's advanced technology and ideas, but also have development potential to ensure the dominant position in the next few years. The system design pays equal attention to the advanced nature and maturity, and at the same time takes into account the characteristics of application development in recent years, and puts the advanced nature in an important position.

2. Openness and standardization

The system design should conform to the national standards of People's Republic of China (PRC) (PRC), the standards of the Ministry of Education and the data exchange standards of the Ministry of Education, and can exchange information with other systems that follow the above standards, so as to realize the consistency and sharing of information resources.

3. Reliability and stability

While considering the advanced technology and openness, we should also start from the aspects of system structure, technical measures and system management to ensure the reliability and stability of system operation and realize the maximum mean time between failures.

4. Scalability and easy to upgrade

The system design should fully consider the existing achievements of various teaching resource websites of the school, and ensure the cooperation with the existing system, and adopt hierarchical modular design to facilitate the system expansion. At the same time, the system design should take into account the need to adapt to the continuous upgrading of applications, and the software and hardware environment of the system must have good scalability.

5. Security and confidentiality

The system provides all-round and multi-level security protection in hardware, network, database, application operation authority, data authority and identity authentication. Remote backup of data. System should not only consider the sharing of information resources, but also pay attention to the protection and isolation of information resources. Different measures should be taken according to different applications and different network communication environments, including system security mechanism and data access control.

6. Manageability and maintainability

The whole platform is a complex system composed of many parts. In order to facilitate the daily operation, maintenance and management of the system, solutions and products must have good manageability and maintainability, which is convenient for daily operation, maintenance and management.

7. Practicality and feasibility

The main technologies and products of the system must be mature, stable and practical. Among them, practicality is the first, which is convenient for users and system management.

1. What is the three-dimensional goal of physical education teaching?

The first dimension target:

Knowledge and skill objectives: mainly include the core knowledge and basic knowledge of the discipline indispensable for human survival, the ability to acquire, collect, process and utilize information, the innovative spirit and practical ability, and the desire and ability of lifelong learning.

Two-dimensional target:

Process and method objectives: mainly include the indispensable processes and methods for human survival. Process refers to the reactive learning environment, communication and experience. Methods include basic learning methods (autonomous learning, cooperative learning, inquiry learning) and specific learning methods (discovery learning, group learning, exchange learning).

Third-dimensional target:

Emotional attitude and value goal: Emotion not only refers to learning interest and learning responsibility, but more importantly, it is an optimistic attitude towards life, a scientific attitude of seeking truth from facts and a tolerant attitude towards life.

Values not only emphasize personal values, but also emphasize the unity of personal values and social values. It emphasizes not only the value of science, but also the unity of scientific value and humanistic value. It not only emphasizes human value, but also emphasizes the unity of human value and natural value, so that students can establish the value pursuit of truth, goodness and beauty and the concept of harmonious and sustainable development between man and nature.

The first dimension makes students "learn", the second dimension makes students "use" and the third dimension makes students "think". The combination of the three can improve students' comprehensive sports quality in an all-round way, which is also one of the core frameworks for laying a national sports.

(9) What does the curriculum dimension mean? Extended reading:

Three-dimensional goal is a new term in educational theory. It refers to the three target dimensions that should be achieved in the process of education and teaching, namely: knowledge & knowledge; Skills); Process and method (process &; Step); Emotional attitude and values (emotional attitude &; Values).

"Three-dimensional goal" is three aspects of a teaching goal, not three independent teaching goals. They are a unified and inseparable whole. These three dimensions are K, A and P, and the initial letter of the learning event itself is O, which is what we call KAPO model.

In this stage of teaching, we should not only consolidate knowledge and transform skills, but also transform knowledge into ability, and also consider adapting to students' different intelligence levels. Therefore, it is necessary to set an intelligence level: basic application refers to imitation exercises with the same structure, the same questions and the same difficulty as the examples in the textbook, which are used to consolidate the new knowledge learned in the classroom.