1. In low-structure teaching, children and teachers jointly set learning goals, while in high-structure teaching, learning goals are mainly set by teachers;

2. Low-structure teaching is mainly initiated by children, while high-structure teaching is mainly initiated by teachers;

3. The motivation of low-structure teaching activities is mainly children's needs, while the motivation of high-structure teaching activities is mainly teachers' rewards and punishments;

4. Low-structure teaching emphasizes the process of activities, while high-structure teaching emphasizes the results of activities.

Structured teaching means that the instructor arranges an organized and systematic learning environment, makes maximum use of visual clues, and helps autistic children to establish their own work systems and habits through personalized learning plans, so as to cultivate their ability to work independently and integrate into the collective and society. The design of this structured teaching is to make full use of children's visual and perceptual advantages and make up for their lack of understanding and abstraction ability in dealing with environmental information. There are many ways to use the advantages of visual perception to assist teaching. The characteristics of TEACCH plan are mainly to use visual clarity, visual reorganization, regular work inertia, visual instructions and other methods to make autistic children learn efficiently.