1. 1. Among several representative curriculum concepts, which one is "attractive in theory but difficult to implement in practice" (b) A. Curriculum is a learning activity organized by the school B. Curriculum is the learning experience gained by children in school C. Curriculum is a teaching plan D. Curriculum is the expected learning result or goal.

1.2. In a sense, the course "redesign" process refers to (d) A. Course objectives B. Course content and organization C. Course evaluation D. Course implementation 1.3. Among the following curriculum ideas, which one is conducive to the scientific and standardized curriculum (a) A. Goal theory B. Action theory C. Textbook theory.

1.5. Kindergarten curriculum basically takes (c) as the main form. A. Hidden courses B. Comprehensive courses C. Activity courses D. Subject courses

1.6. What are the attributes of kindergarten curriculum? (c) A. Basis B. Suitability for development C. Obligation D. Non-obligation

1.7. The core factors that restrict any structural elements of kindergarten curriculum are (d) A. Social factors and human knowledge B. Social orientation of children's development C. Children's spontaneous activities and free interests D. Laws and characteristics of children's physical and mental development.

1.8. Basic characteristics of kindergarten curriculum (a) A. Enlightenment B. Playfulness C. Potential D. Activity and direct experience

2. 1. 1. (4) It is the "compass" and steering wheel of kindergarten curriculum. A. Curriculum design B. Curriculum organization C. Curriculum evaluation D. Curriculum objectives

2. 1.2. The filters and regulators for "value screening" the information from the three major sources in the education target system are (c) A. Educational philosophy and epistemology B. Psychology and sociology C. Educational philosophy and learning psychology D. Psychology and epistemology.

2. 1.3. The basic principles and methods for determining the objectives of educational activities are: (a) A. Exploring the value of the course content itself and making it consistent with the upper-level objectives B. Making the objectives of educational activities conform to the principles C. Making the objectives of educational activities as specific as possible D. Practicing the objectives of educational activities 2. 1.4. The monthly plan is (b) A. Age stage goal B. Unit goal C.

2.2. 1. (2) It is compared to the heart of the curriculum and the source of the vitality of the curriculum. A. Objective B. Content C. Implementation D. Evaluation

2.2.2. According to the principle of development suitability, the difficulty of course content should be at the level of children (b) A. Realistic development B. Nearest development zone C. Spontaneous experience D. Ideal development zone.

2.2.3. Children's interests must be taken into account when choosing the course content. The specific methods are as follows: (d) A. Exclude all the contents that children are not interested in B. Select all the contents that children are interested in C. Select the necessary course contents D. "Transform" the necessary course contents into children's interests.

2.2.4. The balance of curriculum content means (a) A. The proportion between the parts that make up the curriculum content should be appropriate B. The parts that make up the curriculum content should be evenly distributed C. Some parts of the curriculum content should highlight D. The qualities that children lack in reality but are necessary for their ideal development need to be developed first.

2.3. 1.(c) Curriculum is the representative of the organizational form centered on "social issues". A. Subject courses B. Comprehensive courses C. Core courses D. Activity courses 2.3.2. (A) the curriculum is the representative of the child-centered organizational form. A. Activity courses B. Comprehensive courses C. Core courses D. Wide-area courses

2.3.3. Kindergarten education channels do not include (d) A. Teaching activities B. Daily life and routine activities C. Family cooperation D. Parents imparting kindergarten knowledge to children 2.3.4. What is the basic principle of "One Middle School Education D) A. Life-oriented" kindergarten curriculum organization (B) A. Holistic principle B. Life-oriented?

2.4. 1. The implementation of kindergarten curriculum is essentially (c) a. The process of implementing the curriculum plan strictly. B. The process of implementing the curriculum plan according to teachers' own understanding. C. The process of "redesigning" the curriculum. D. The process of teaching by teachers.

2.4.2. Children's learning style in indirect teaching is mainly (a). A. Discovery learning B. Unintentional learning C. Acceptance learning D. Mechanical learning 2.4.3. Classroom culture is (b) A. Cultural knowledge B. Psychological atmosphere C. Learning materials D. Teaching content.

2.4.4. Which of the following behaviors and results are not owned by professional teachers (d) A. Use professional knowledge and opinions to make judgments B. Think about various possible actions C. Evaluate the possible long-term consequences of actions and decisions D. Choose the method to solve the problem in the shortest time.

2.5. 1. Which of the following options is not the object of kindergarten curriculum evaluation (D) A. Curriculum plan B. Implementation process C. Teacher D. Manager 2.5.2. The significance of curriculum evaluation criteria does not include (d) A. Strengthening function B. Normalizing function C. Evaluating function D. Differentiating function 2.5.3. Evaluation. A. Teachers' self-evaluation B. Students' evaluation C. Managers' evaluation D. Researchers' evaluation

2.5.4. For collective teaching, the effect evaluation is often based on the children's passing of (b). More than three quarters D. All

2.6. 1. The biggest feature of the process model is (a) A. It has an open design idea B. It establishes clear and measurable behavior goals C. It takes clear and specific behavior goals as the design center D. The design steps revolve around the pre-established behavior goals.

2.6.2. In any case, the goal model must be based on (c) to design the course. A. Starting from the interests and needs of young children B. Starting from the existing materials, contents and problems C. Starting from the goal D. Starting from the designed educational activity plan.

2.6.3. The defect of the process model lies in (d) A. Ignoring "artistry" and "humanity" B. Paying attention to the result and neglecting the process C. Emphasizing the behavior and measurability of the target D. Sudden

Visual objective function

2.6.4. The advantages of the target model lie in (b) a. Emphasis on the flexibility of the curriculum; B. clear curriculum design; C. emphasize the course implementation process; Give full play to teachers' initiative and creativity.

3. 1. 1. Montessori believes that children's main activities are (b) A. Games B. Work C. Daily life practice D. Culture and science education.

3. 1.2. Montessori believes that children's personality and behavior patterns are formed by (a). A. Self-education B. Environmental education C. School education D. Family education 3. 1.3. The ultimate goal of Montessori's education is (b) A. Help children form a sound personality B. Establish an ideal peaceful society C. Adapt children to society D. Master certain knowledge and skills.

3. 1.4. The most important and distinctive part of Montessori education content is (c) A. Daily life exercises B. Language education C. Sensory education D. Culture and science education.

3. 1.5. Montessori's most distinctive teaching AIDS are (b) A. Life training teaching AIDS B. Sensory teaching AIDS C. Academic teaching AIDS D. Cultural and artistic teaching AIDS 3.2. 1. The founder of the five-finger activity course is (b) A. Tao Xingzhi B. Chen Heqin C. Zhang Xuef] D. Zhang Zonglin.

3.2.2. Chen Heqin believes that (d) A. Children are the epitome of adults B. Childhood is only a preparation for adults C. Childhood itself has no value D. Children have their own unique physical and psychological characteristics.

3.2.3. The purpose of life education is (a) A. Doing A. B. Learning knowledge C. Transforming society D. Adapting to society 3.2.4. The characteristics of "unit teaching method" are (a) A. Overall system B. Decentralized concrete C. Doing it alone D. Grasping the key points.

3.2.5. Life education courses should take (c) as the main teaching material. A. Teaching materials for various subjects B. Activities C. Nature and society D. Teaching syllabus

3.3. 1. The important teaching form of pre-school knowledge systematic teaching is (b) A. Games B. Homework C. Activities in daily life D. Classroom.

3.3.2. Children can acquire knowledge through daily activities. A. fragmentary knowledge B. systematic knowledge C. subject-specific knowledge D. comprehensive knowledge 3.3.3 The basic theoretical viewpoints of systematic teaching of preschool knowledge are (a) A. Education should go ahead of development and guide development B. Curriculum should learn from nature and society C. The purpose of education is to establish an ideal peaceful society D. Kindergarten teaching is a spontaneous teaching.

3.3.4. The knowledge given to children should be (d) A. Comprehensive knowledge B. Piecemeal knowledge C. Life knowledge D. System knowledge.

3.4. 1. Piaget-style preschool curriculum generally has the following characteristics: (a) A. Emphasize the educational value of activities and games B. Emphasize the educational value of systematic knowledge C. Emphasize the educational value of natural society D. Emphasize the educational value of work.

3.4.2. Kemi believes that the ultimate goal of early childhood education is (c) A. Establishing an ideal peaceful society B. "Being a man" C. Child development D. Helping children form a sound personality.

3.4.3. The evaluation of children's development level by high/range curriculum is (d) A. Examination B. Intelligence test C. Comment D. Comprehensive situational evaluation 3.4.4. High/scope's preschool education syllabus emphasizes (a) as the center. A. Active learning B. Homework C. Passive learning D. Systematic knowledge learning 3.5. 1. Reggio's curriculum design idea centered on project activities is to find the origin from the idea of (a). A. Dewey B. Piaget C. Vygotsky D. Montessori 3.5.2 Among all kinds of relationships, (c) has the most direct influence on children's learning and development. A. Relationship between students B. Relationship between parents and children C. Relationship between teachers and students D. Relationship between society and children

3.5.3. The goals pursued by Reggio's education system are (b) A. Children's development B. Children's happy, happy and healthy growth C. Building an ideal peaceful society D. Helping children form a knowledge structure framework.

3.5.4. The soul and core of Reggio's education plan is (b) A. Flexible plan B. Project activity C. Document support D. Cooperative teaching 4. 1. 1. (D) It is the starting point and soul of unit activity design. A. Project B. System Knowledge C. Homework D. Theme

4. 1.2. A better theme should be (b) A. A better theme should cover a narrower curriculum field B. Activity materials needed for a better theme must be easily available C. A better theme should contain a single educational value D. A better theme should pay attention to social requirements.

4. 1.3. The problems that should be paid special attention to when designing unit theme activities are: (a) A. The overall integration of unit theme activities should be natural and organic B. Teaching children systematic knowledge C. Paying attention to education should be ahead of children's development D. Taking games as the main teaching form.

4. 1.4. The characteristics of unit theme activities are (c) A. Pay attention to the systematicness of knowledge B. Don't set the specific goals of each activity in advance C. Emphasize the educational value of games and activities D. Break the boundaries of disciplines and organize learning content around a center.

4.2. 1. The similarity between project activities and unit theme activities is that (c) A. The plan and plan are predetermined. B there is a clear boundary between "design" and "implementation" of the two. C. the courses are all around a "center", that is, the theme. D. all the children in the classroom are engaged in the same or similar jobs. 4.2.2.a One emphasizes children's interests and experiences, and the other ignores them. B. One advocates living and the other advocates curriculum systematization. C. The plan of project activities is not predetermined, but the plan of unit theme activities is predetermined. D. Project activities promote children's development in one aspect through unilateral learning, while unit theme activities promote complete development through complete learning. 4.2.3. Which of the following is not the "key point" of project activities (d) A. Group discussion B. Field trip C. Publication D. Assignment 4.2.4. Which of the following options can be used as the theme of the project activities (D) A. Hospital B. Dragon Boat Festival C. I D. Nutrition.

4.2.5. The first step in making a topic network is (a) A. Brainstorming B. Classification C. Naming D. Communication.

4.2.6. The function of the theme network is (b) A. It is conducive to the smooth progress of activities B. It assists children's learning C. It is convenient for parents to know their children D. It is convenient for the community to know kindergartens.

4.3. 1. There are differences in subject courses between kindergartens and primary and secondary schools. This difference is manifested in (c) A. The subject knowledge of kindergartens should be rigorous and accurate. B. the subject knowledge of kindergarten is organized with scientific concepts as the core. C. The subject activities in kindergartens still serve the "general" development of children. D. Kindergarten teaching pays more attention to "deductive reasoning".

4.3.2. The problems that should be paid attention to in the design of subject activities are (d) A. The subject education goal should be single B. The education goal and content should be planned C. There should be more homework teaching D. The teaching methods should be active and the teaching results should be experienced 4.3.3. In the subject teaching in kindergarten, (b) A. The teaching plan must be strictly implemented B. The teaching plan should be flexible C.

4.3.4. In the subject teaching in kindergarten, the teaching method should be based on (b). A. Teaching method B. Discovery learning C. Direct explanation D. Direct indoctrination

4.4. 1. The characteristics of regional activities are (a) A. Activities in the activity area are children's independent activities B. Activities in the activity area are mostly selected by teachers C. Activities in the activity area are children's independent activities D. The educational value of the activity area is mainly reflected in the guidance of teachers.

4.4.2. The educational value of regional activities mainly depends on (a). A. Operating materials in the activity area B. Teachers' guidance C. Children's activities D. Special psychological atmosphere in the area

4.4.3. The optimal capacity of each activity area is (c) A.2 ~ 3 people, B.3 ~ 5 people, C.5 ~ 7 people, D. 10/0 people.

4.4.4. Pay attention to (d) A. Comfort B. Simplicity C. Hygiene D. Rules when arranging various activity areas.

4.4.5. Pay attention to (d) A. The materials should be high-grade and realistic. B. the materials should be done well. C. the materials should be adults. D. the materials should be placed in multiple-choice questions based on actual effects.

1. 1. "Learning" Central Curriculum Focus (ACE) A. Guiding students' academic development B. Forming students' personality and self-realization C. Mechanical memory D. Students' interests and motivations E. Students systematically grasp the essence of history and culture.

1.2. The activity course is centered on (BCE). A. Teachers B. Students C. Direct experience D. Classroom E. Practical activities

1.3. Subject courses are centered on (ADE). A. Class B. Question C. Practice D. Teacher E. Textbook

1.4. What are the basic attributes of kindergarten curriculum (Abd) A. Basic B. Suitable for development C. Enlightenment D. Non-obligation E. Potential

1.5. What are the main features of kindergarten curriculum (ABCDE) A. Enlightenment B. Life C. Playfulness D. Activity and direct experience E. Potential 1.6. The characteristics of the "experience" center course (ACDE) A. The focus of attention is the formation and self-realization of students' personality. B. the course content is completely predetermined. Students are very active. Implementation and evaluation D. Curriculum preparation based on students' interests and needs E. Students actively learn and develop in an all-round way 2. 1. 1. What are the main links of course preparation (ABCDE)? A. Determine the course objectives. B. Select the course content. C. Organize the course. D. Implement the course. F. Evaluate the course.

2. 1.2. The source and basis of kindergarten curriculum objectives are (BCE) A. Educational ideas B. Children's development C. Social life D. Learning psychology E. Human knowledge.

2. 1.3. What are the levels of kindergarten curriculum objectives (ABE)? A. the overall goal of kindergarten curriculum and the goal of curriculum field B. the goal of age stage C. the goal of term D. the goal of unit E. the goal of educational activities

2. 1.4. The establishment of kindergarten curriculum target system must consider (ade) A. Learners' psychological structure B. Social life C. Rules of learners' physical and mental development D. Categories and structure of educational content E. Learners' psychological development level.

2. 1.5. Principles of setting kindergarten curriculum objectives (ABCDE) A. Holistic principles B. Systematic principles C. Contemporary principles D. Compensatory principles E. Dialectical principles 2.2. 1. Kindergarten curriculum includes selected, (ABCD) A. Basic attitude B. Basic knowledge C. Basic skills D. Basic behavior E. Basic learning experience 2.2.2. The content of kindergarten curriculum includes (ABCD) A. Content that helps children acquire basic knowledge B. Content that helps children master basic activities C. Content that helps children understand the world around them D. Content that helps children develop their intelligence and ability.

2.2.3. The principles of choosing kindergarten curriculum content are (AE) A. Purpose principle B. Time principle C. Feasibility principle D. Integrity principle E. Value principle.

2.2.4. Pay attention to (BCE) A. Overloading the curriculum content B. Correctly understanding the relationship between the goal and the content C. Considering the "key learning experience" needed to achieve the goal D. Adapting to social needs unilaterally E. Being goal-conscious.