Abstract:

The author focuses on the issue of structuring the curriculum preferred by teachers, the topic is one of the important psychodidactic issues. Teacher structuring is the way a teacher works with the curriculum and how he then presents the curriculum to students. Through the structuring of the curriculum, the teacher organizes, directs and manages the thought processes of students, which lead to understanding and permanent acquisition of the curriculum. This process should form a permanent and stable component of teaching in the teacher's activity. The teacher leads the students to thinking and critical thinking through their procedures, presentation of the curriculum. The empirical part of the paper focuses on finding out which form of curriculum structuring is preferred among teachers and how it is perceived and evaluated by students. We focus on finding out students' attitudes about their own understanding of the curriculum and leading to a deeper analysis of the curriculum. The target group of the research are high school students and teachers who teach at high school. The main research methods were: participatory observation based on which we found that there were three preferred curriculum structures in the examined group of teachers - linear structure, nonlinear structure and handout. We describe these teacher structures in more detail in the article. Another research method was a questionnaire, which was created for students and through which we found out how students evaluate the structures in terms of understanding the subject matter. The results were statistically processed using the Krusal Walis test and the Pearson chi-square test. The conclusion of the research showed, that there is a statistically significant difference in the level of understanding of students' curriculum between the individual structures with which teachers worked.

Keywords:

Curriculum leading, teacher.