Question 2: Basic elements and contents of the course. Curriculum elements are mainly composed of four elements: curriculum objectives, curriculum content, curriculum structure and curriculum evaluation. Second, the course content 1. Basic knowledge about the development law of nature, society and people. 2. Knowledge and experience about general knowledge and operational skills. 3. Knowledge and experience about attitudes towards the world and others. Third, the specific performance of the curriculum content in China, the curriculum is mainly composed of three parts, namely, curriculum plan (teaching plan), subject curriculum standards (syllabus) and teaching materials. 1. Principles for making a curriculum plan A. Teaching is the mainstay, making overall arrangements B. Connecting with each other and being relatively complete C. Highlighting key points and paying attention to contact D. Combining unity, stability and flexibility 2. Principles to be followed in compiling curriculum standards and textbooks A. Combining ideology with science B. Combining theory with practice C. Combining stability with the times D. Systematicity and acceptability IV. Course types 650. From the core of curriculum organization, it can be divided into subject courses, activity courses and comprehensive courses. 3. According to students' freedom of choosing courses, they can be divided into compulsory courses and elective courses. 4. From the form of existence, courses can be divided into explicit courses and implicit courses.
Question 3: What are the basic elements of classroom teaching?
1. learner analysis: learner analysis mainly includes the analysis of learning preparation and the analysis of learners' learning style.
1. Learning preparation is the adaptability of students' original knowledge level and original psychological development level to new learning when they are engaged in new learning. The success of any teaching depends largely on the students' preparation, and any teaching takes the students' preparation as the starting point. Learning preparation includes two aspects: first, the psychological, physiological and social characteristics of learners, including age, gender, learning motivation, personal expectations for learning, work experience, life experience, economic, cultural and social background and other general characteristics; The second is the knowledge and skill base that learners already have when learning the content of a particular subject, as well as their learning and attitude towards it.
2. Learners' learning style is one of the important topics that educational psychology researchers at home and abroad have been trying to explore. Some people define it as, "Learning style refers to all psychological characteristics that affect learners' perception and response to different * * *. " ; Some people think that "learning style is a consistent learning style with individual characteristics, and it is a synthesis of learning strategies and learning tendencies".
2. Analysis of learning needs: In the design of teaching system, learning needs is a concrete concept, which refers to the gap between the state before the learner's learning situation occurs and the expected state, or the gap between the learner's current level and the learner's expected level. The gap points out the deficiency of learners' ability and quality, and points out the problems that actually exist in teaching and need to be solved, which are precisely the learning needs that can be solved through education or training. It can be said that there is no need without gap, and there is no way to solve anything.
1. Learning needs analysis refers to finding the problems existing in teaching through systematic investigation and research, determining the nature of the problems by analyzing the causes of the problems, and demonstrating the necessity and feasibility of solving the problems. Its core is to find problems instead of seeking solutions, including three aspects: first, to analyze whether there are problems to be solved in teaching through investigation and research; The second is to analyze the nature of the existing problems to judge whether the design of teaching system is the appropriate way to solve this problem; The third is to analyze the existing resources and constraints to demonstrate the possibility of solving this problem.
2. Through the analysis of learning needs, we can get information and data about "gap", thus forming the overall goal of teaching system design (that is, solving "why" and "what"). With the overall goal, we can find the corresponding solution to the problem, that is, the means to achieve the goal (how to solve it), so as to finally solve the problem. The real problem is not clear, and the follow-up work will inevitably fall into blindness. It can be seen that this general goal is an important basis for a series of subsequent steps of teaching system design, such as content analysis, goal writing, strategy formulation, media selection and evaluation. Therefore, whether the analysis of learning needs is successful and the overall goal is clear directly affects the direction and quality of each part of the teaching system design.
Through the analysis of learning needs, this paper demonstrates whether the design of teaching system is the necessary way to solve the problem and whether it can be solved under the existing resources and constraints. In this way, it avoids the situation that less manpower and material resources are invested in design and development teaching, and the effect is not good; It also avoids using a lot of manpower and material resources to design teaching, but it can't be implemented under the existing conditions, even designing what students already have and don't need to teach. Therefore, through the analysis of learning needs, teachers and students' energy, time and other resources can be effectively used to solve practical problems in teaching, thus improving the whole teaching efficiency.
Third, the feasibility analysis of solving the problem:
1. Analyze resources and constraints: To conduct feasibility analysis, information such as resources and constraints must be collected. Resources generally refer to all human, material and financial resources that can support teaching system design activities and solve teaching problems. Constraint refers to things that restrict or hinder the design of teaching system and solve teaching problems-people, money and things. That is to say, people, money and things that support the development of teaching system design are resources, while people, money and things that restrict and hinder the development of teaching system design are constraints.
2. Determination of design topic: After analyzing the necessity of teaching system design, determine the teaching system design project that should be carried out; After the analysis of resources and constraints, those projects that are not allowed by conditions are removed, so the remaining projects should be designed by the teaching system and feasible ... >>
Question 4: A good class should at least contain clear teaching objectives.
Accurate teaching content
Reasonable teaching structure
Appropriate teaching methods
Pay attention to teaching art
Orderly blackboard writing
Give full play to students' subjectivity
Question 5: What is a course plan? What are the elements of the course plan? Curriculum planning is the physical planning of curriculum setting. It makes comprehensive arrangements for the school's teaching, productive labor and extracurricular activities, stipulates the disciplines to be offered, the order of discipline setting and the allocation of class hours, and divides the semester and school year.
Components: training objectives, curriculum, subject setting, class time allocation, school year preparation, school week plan.
Question 6: What are the basic elements of a good class? Seven elements of a good class:
First, in-depth study of teaching materials. Studying the teaching materials carefully, reading and understanding the teaching materials are the key elements and the premise of a good class. After reading the textbook, you can understand the content of the textbook; After reading the textbook, you can correctly understand the position of this lesson, this chapter and this section in the textbook and the purpose of compiling this part by the editor. Only on this basis can we teach correctly. Therefore, we must thoroughly study the textbooks before class. Qian Menglong, a famous education expert, said that he did this: "Every time I prepare lessons, I always read the text over and over again and think over and over again. Some written languages are beautiful, expressive and affectionate, while others are rigorous and logical. I will adopt different reading methods to evaluate, appreciate and taste, and I will further consider what to teach and how to teach until I really taste and read the experience. "
Second, advanced educational ideas. Educational idea is the embodiment of educational thought. Under the background of promoting quality education in an all-round way and implementing the new curriculum in an all-round way, our educational philosophy must be guided by the idea of quality education, the concept of the new curriculum, and the reality of our students and educational environment. In this way, our teaching will not fall behind the times. To establish an advanced educational concept, we must strengthen the study, study the curriculum standards and learn the educational practice of famous teachers. This is the most important learning channel and an effective shortcut for our rapid growth.
Third, the teaching design of art classroom teaching is a process in which students learn knowledge, develop their abilities, exercise their thinking and enrich their emotions, and it is also a process in which teachers develop themselves. Teachers' teaching is to make students learn better. How can students learn better? This depends on teachers' educational art, especially the art of classroom teaching. The artistry of teaching design helps to enhance the interest and attraction of teaching, stimulate students' enthusiasm for learning, cultivate students' lasting interest in learning, and thus improve the learning effect.
Fourth, enrich the teaching language. Teaching language is an important tool for teachers to implement teaching and an important carrier for students to accept teachers' teaching. Teachers' teaching language should be loud, full of * * *, melodious, interesting, refined and accurate; Teachers' classroom teaching language should avoid repetition, low voice and slow breath, platitudes and inappropriateness. Only such a teaching language can attract students, infect students and stimulate their enthusiasm for learning.
Fifth, a variety of teaching methods. There are many teaching methods, such as lectures, questions and answers, discussions, exercises, demonstrations, experiments, peer teaching and so on. You can make a reasonable choice and combination according to the actual subject, learning content and students. Special attention should be paid to avoiding the singleness of teaching methods, especially the long-term singleness of teaching methods. Because of the single teaching method, it is easy to cause students' study fatigue, reduce their interest in learning, and then reduce the learning effect.
Sixth, effective classroom organization. Classroom organization ability is an important ability that teachers need in classroom teaching. Good organization can ensure students to carry out learning activities more effectively, thus enhancing the effectiveness of learning. Many teachers successfully carry out teaching in open classes because there are leaders and teachers in class, who play a role in attracting jade; However, in class, some teachers can't organize students effectively, and students are lax, inattentive and even joking. Where does the effectiveness of such classroom teaching come from?
Seven, modern teaching methods. The modernization of teaching means is the inevitable result and requirement of the development of the times. Today in 2 1 century, it is no longer the era of a piece of chalk and a book. We must keep pace with the times and improve our ability to use modern teaching methods. When we use modern teaching methods, we must keep in mind the principle of "optimization", that is, we must use modern teaching methods with clear purpose, scientific and practical, accurate and beautiful, and we must never dazzle students or handle them rudely.
Question 7: Four elements of kindergarten curriculum Four elements of kindergarten curriculum:
1. Kindergarten curriculum objectives
2. Kindergarten curriculum content
3. Kindergarten curriculum organization and implementation
4. Kindergarten curriculum evaluation
Kindergarten curriculum
The means to achieve the goal of kindergarten education is the sum of all kinds of activities to help children gain useful learning experience and promote the comprehensive and harmonious development of children's body and mind.
This definition has the following points:
① Kindergarten curriculum is "activity". Among the viewpoints on the essence of curriculum, the "subject textbook theory", "goal theory" and "planning theory" either have educational value orientation that is not suitable for kindergartens, or pay too much attention to the external part or part of the curriculum, which has faded out of the sight of curriculum researchers. With the rise of humanistic educational thoughts, "experience theory" gradually occupies a dominant position in the world. Understanding the curriculum as learning experience is not easy for teachers to grasp because of the subjectivity of learning experience, and it is a subject textbook that teachers can easily control. In order to solve this dilemma, we can jump out of the traditional dualism of either/or and think about the curriculum in the combination of learning experience and subject teaching materials.
Explaining kindergarten curriculum with activities has its advantages: on the one hand, activities are subjective and objective. As two major elements of activities, DD objects and subjects exist in activities. Activity is a bridge connecting subject and object. Understanding curriculum as "activity" helps researchers and teachers to pay attention to two aspects at the same time: the object of DD learning and the subject of learning. In addition, the activity itself has a certain form of existence, which is easier to be grasped and controlled by teachers. At the same time, due to the dual transformation of curriculum, external learning materials and activities can be internalized into subjective learning experience through learners' activities, and learners' learning experience can also be externalized into attitudes, skills and action methods. , manifested in activities, improved, reorganized and transformed in activities. Therefore, curriculum workers can understand children's interest needs and experience level through activities, and can also interfere with children's activities by creating activity situations and providing activity materials, thus affecting their learning experience. On the other hand, the word activity can better reflect the nature and characteristics of children's learning and is more suitable for explaining kindergarten curriculum.
② Kindergarten curriculum is "an activity to help children gain beneficial learning experience and promote their all-round physical and mental development". Adding "beneficial" in front of learning experience is to highlight the purpose of kindergarten curriculum, so as to overcome the deviation that may be caused by defining kindergarten curriculum with activities. DD pays too much attention to the external form and process of activities, but ignores or even forgets the purpose of activities, regards activities as the purpose itself, and acts for the sake of activities.
Of course, the activity process is bound to be accompanied by some kind of result. Children will consciously or unconsciously form a certain impression on the nature and characteristics of the object of activities, leaving some memories about the ways and methods of activities, but these contents are not necessarily consistent with educational expectations, that is to say, the results of some activities are not what educators want. Therefore, defining kindergarten curriculum as "an activity to help children gain beneficial learning experience and promote their all-round physical and mental development" can further clarify the purpose of kindergarten curriculum and make the process and result, content and form harmonious and unified.
③ Kindergarten curriculum is "the sum of all kinds of activities". There are various forms of kindergarten courses, which are by no means "classes" or the superposition of various courses. Any activity, whether it is class, game or life activity, which can help children gain beneficial learning experience as a means to achieve the educational goal of kindergarten is an organic part of kindergarten curriculum.
Kindergarten curriculum, as a low-level concept of curriculum, also has its general form of generic concept and follows the general classification standard of generic concept. However, in reality, kindergarten curriculum classification methods and curriculum types have their particularity. For example, some internationally renowned kindergarten curriculum schemes are named after their founders or the founders of the child development theory on which they are based, such as "Montessori Education Scheme" and "Piaget Early Education Scheme". There are also some kindergarten courses named according to some value pursuit or some characteristics of educational content and methods, such as "learning to learn", "survival", "quality education" and "games". These kindergarten courses have their own characteristics from educational concepts to implementation methods, but they all belong to curriculum forms, but they are different in curriculum structure. ...& gt& gt
Question 8: What are the elements of curriculum construction? Curriculum construction has two elements:
One is planning and design, and the other is implementation process. Curriculum planning and design is mainly to solve the problems of what courses to offer, how to arrange courses and what the curriculum standards are. This series of work is actually the construction of curriculum planning mode;
Second, the course implementation process is the teaching process, which mainly solves the problem of how to achieve the training goal through teaching. This series of work is actually the construction of teaching mode.
Therefore, the main content of curriculum construction is the construction of curriculum model and teaching model.
The construction of curriculum model mainly studies: what to teach, mainly including three aspects: first, develop curriculum according to certain concepts and theories, and the more advanced curriculum development concepts and theories at present are "based on working process"; The second is to consider the characteristics of majors and students, and sort the courses according to the principle of gradual ability training; The third is to formulate the framework scheme of curriculum objectives and content, that is, to establish curriculum standards.
The construction of teaching mode mainly refers to a relatively stable teaching behavior system that briefly summarizes teaching objectives, teaching content, teaching structure, teaching means and methods, teaching evaluation and other factors under the guidance of certain educational objectives and teaching theories and according to the characteristics of students' physical and mental development, so as to guide teaching practice.