The difference between low-structure teaching and high-structure teaching;
First, children and teachers in low-structure teaching jointly determine the goal of returning to learning, while the learning goal of high-structure teaching is mainly determined by teachers in advance;
Second, the low-structure teaching is mainly initiated by children, and the high-structure teaching is mainly initiated by teachers;
Thirdly, 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;
Fourthly, low-structure teaching emphasizes the process of activities, while high-structure teaching emphasizes the results of activities.
2. What is the difference between low-structure teaching and high-structure teaching of short answers in kindergarten curriculum theory?
This question is too difficult to answer. Can answer for a long time, the difference lies in the cultivation of talents.
3. What is a structured interview?
Professor Shi Kan, a researcher at China Academy of Sciences, defines the concept of structured interview as a talent evaluation method that follows the internal fixed procedures, adopts special question bank, evaluation criteria and evaluation methods, and evaluates whether candidates meet the recruitment requirements through face-to-face verbal communication between examiners and candidates.
Structured interview refers to the combination and analysis of interview contents, forms, procedures, scoring standards and results according to unified standards and requirements.
First of all, according to the analysis of the position, determine the evaluation elements of the interview, prepare interview questions in advance in each evaluation dimension and formulate corresponding scoring standards. The interview process follows the objective evaluation procedure, quantitatively analyzes the performance of the subjects and gives objective evaluation criteria. Different evaluators use the same evaluation scale to ensure the fairness and rationality of judgment.
4. What is the difference between low-structure teaching and high-structure teaching in kindergarten curriculum?
(1) In kindergarten curriculum activities, the design and implementation of educational activities are structured from low to high, forming a continuum, and all educational activities can find corresponding positions on this continuum. (2) Generally speaking, the nature of each kind of educational activities determines the basic situation of the structural degree of educational activities, which shows that each kind of educational activities can find corresponding areas in this continuum. (3) Although the basic situation of the structural degree of the same type of educational activities is similar, the structural degree will be different due to various reasons such as the design and implementation of early childhood education activities, which shows that the corresponding position can be found in a smaller scope corresponding to this type of educational activities.
5. The difference between low-structure teaching and high-structure teaching in kindergarten curriculum theory.
The difference between low-structure teaching and high-structure teaching in kindergarten curriculum theory: in low-structure teaching, children and teachers jointly set learning goals, while in high-structure teaching, teachers mainly set learning goals; Low-structure teaching is mainly initiated by children, while high-structure teaching is mainly initiated by teachers; 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; Low-structure teaching emphasizes the process of activities, while high-structure teaching emphasizes the results of activities.
6. What are the characteristics of structured thinking training?
On-site discussion of practical problems in application enterprises
Teaching skills also reflect a problem-solving attitude.
Most of the cases come from the case of returning to the business.
Tools and software are passed on and taught, and skills can land in the organization.
Rational and emotional two-line problem solving
Questionnaire survey before class to clarify students' needs.
Song Shang
Father of China's "Workplace Mind Map"
Now he is a senior partner of the world cutting management consulting company and the dean of the school of thinking!
7. How to make structured teaching plans for primary school mathematics?
Continuity standard
The continuity criterion requires teachers to decompose the teaching content into interrelated knowledge points from the holistic principle of system theory, expand the learning of unknown knowledge from the existing knowledge base, and gradually advance from basic theoretical knowledge to knowledge application. This will enable students to form a larger knowledge system on the basis of the original knowledge system, master the methods of learning knowledge while learning knowledge, and master the background and practical application value of these knowledge while learning theoretical knowledge.
For example, when designing decimal teaching, we should take the number as a system, starting from the integers that students have mastered, and starting from the aspects of decimal meaning, decimal reading and writing, decimal size comparison, decimal calculation method, decimal calculation nature and so on. And through the connection and comparison with integer related knowledge, guide students to learn decimal knowledge.
(2) Correlation standard
Relevance refers to guiding students to find relevant factors and conditions when analyzing problems in the teaching process, and solving mathematical problems through correlation methods. Relevance mainly includes content relevance, mathematics method relevance and mathematics teaching activity relevance. Taking the relevance of content as an example, the key point is whether the teacher links the knowledge of the course with the relevance between knowledge in teaching, so as to attract students' attention and thinking.
For example, in the teaching design of polygon area, first introduce the area of triangle, then introduce the area of quadrilateral (including special square, rectangle, trapezoid and general quadrilateral), and finally organize students to discuss the area of polygon. When designing teaching, teachers should regard polygons as a large system from the perspective of system theory, and triangles and quadrilaterals are subsystems of polygons. First, guide students to form a quadrilateral from two triangles and a pentagon from three triangles, and so on, let students think about how many triangles a polygon consists of, and then think about whether the area of a polygon can be converted into the area of a triangle, so as to systematize and simplify the problem. In teaching, teachers provide students with a concrete and open learning environment, and let students participate in the whole process of solving problems, which is conducive to the gradual divergence of students' thinking, the gradual unification of knowledge system and the promotion of students' structured learning.
(3) Cycle standard
Teaching is a cyclical and gradual process, so is learning. In the teaching process, teachers should start from the integrity and purpose of the system theory, reasonably design the teaching content, aim at the circulation of mathematical knowledge, let students contact their own learning situation, classify all kinds of knowledge, and refine and sublimate the knowledge and methods used.
Taking the practice cycle and summary part as an example, the teacher designed various cycle exercises between knowledge and knowledge and between knowledge and application, summarized them and skillfully applied them to real life. For example, there are chapters behind the teaching material unit, and there are knowledge cycles between chapters, and the mathematics knowledge of each grade is summarized. Finally, it is a summary of primary school mathematics. Teachers implement structured teaching based on the basic idea of system theory, and in the process of designing classroom teaching, they make reasonable teaching objectives on the basis of in-depth interpretation of teaching standards, clear learning objectives of students and clear learning starting point of students.
8. What is structured teaching?
Structured teaching means that the instructor arranges an organized and systematic learning environment, and tries to use visual feedback clues to help autistic children establish personal work systems and habits through personalized learning plans, and cultivate their ability to work independently, so as to integrate into the collective and society. For example, Professor Schobler of the University of North Carolina and others (Eric Schopler &; Robert Jay) has accumulated 20 years of clinical experience and research since 1966, aiming at children's self-reliance, integrating diagnosis, evaluation, early education, school education, family education, teacher and parent training and vocational education.
9. What are integrated design, structured courses and granular resources?
It is a replication design idea of the national professional teaching resource database.
integrated design
The integrated design of resource layout and operation platform function is the premise of resource library construction, and the knowledge structure, resource attributes and operation platform function should be designed as a whole according to the characteristics of professional fields with the goal of meeting user needs.
Structured curriculum
A complete set of standardized courses is the focus of resource library construction. On the basis of teaching reform, we provide users with a set of professional core courses that represent the highest level of our major. (Courses newly created during the user's use can be used as new resources during the operation of the resource pool, but not as "structured courses" that the resource pool must have)
Granular resources
Small-grained resources that embody the advantages of information technology are the foundation of resource library construction. The resources in the library should be designed as small learning units as possible under the premise of ensuring scientific and effective, and stored in granular form, which is convenient for retrieval and class organization.
10. What is the difference between low-structure teaching and high-structure teaching in kindergarten curriculum?
The difference between low-structure teaching and high-structure teaching: children and teachers jointly decide the learning objectives of low-structure teaching, while the learning objectives of high-structure teaching are mainly decided by teachers in advance; Low-structure teaching is mainly initiated by children, while high-structure teaching is mainly initiated by teachers; 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; Low-structure teaching emphasizes the process of activities, while high-structure teaching emphasizes the results of activities.