Ontology knowledge-the basic guarantee of a competent position Ontology knowledge-the basic guarantee of a competent position should have the purpose of career and occupation, and a person's best knowledge structure is mainly based on his occupation and specialty. This kind of ontology knowledge has the following four requirements: first, it has a certain depth and breadth of subject knowledge; Second, not only understand the history of this discipline, but also grasp the new progress of this discipline; Third, knowledge related to this subject, such as knowledge background, experimental knowledge, observation knowledge, scientific methodology, etc. Fourth, you can turn your knowledge of this subject into your own academic attainments, which can be clearly expressed. However, subject knowledge is only the "basic guarantee", not the only guarantee, that is to say, ontological knowledge alone cannot be the decisive condition for a good teacher. Our research shows that the ontological knowledge of teaching teachers refers to the specific subject knowledge that teachers have, such as Chinese knowledge, mathematics knowledge and so on. There is almost no statistical "high correlation" between teachers' ontological knowledge and students' achievements. Several famous scientists were once unqualified middle school teachers. Therefore, it can be considered that teachers must have ontological knowledge, but they can reach a certain level. Have rich cultural knowledge-learn from others and become a teacher's job, which is a bit like bees making honey and needs to learn from others. In order to realize the cultural function of education, teachers should not only have ontological knowledge, but also have extensive cultural knowledge, so as to guide students to their future lives. In school, knowledgeable teachers often win the trust and love of students, because teachers' rich cultural knowledge can not only expand students' spiritual world, but also stimulate their thirst for knowledge. We believe that the all-round development of students depends on the extensiveness and profundity of teachers' cultural knowledge to some extent. Of course, there are great individual differences in teachers' cultural knowledge literacy, so we advocate that every teacher should give play to his own skills. 2. Practical knowledge-resourceful individuals exist. Teachers' practical knowledge is more specifically the accumulation of teachers' teaching experience. Teachers' teaching is obviously situational. Only according to the characteristics of students and the situation at that time can teachers show their educational and teaching wit. The knowledge used by teachers in these situations comes from personal education and teaching practice and has obvious experience. Moreover, practical knowledge is influenced by personal experiences, including personal intentions and purposes, and the cumulative effect of life experiences. Therefore, the expression of this knowledge contains rich details and exists in personalized language. Obviously, traditional teaching research often regards teaching as a stylized process, ignoring practical knowledge and teachers' personal plans, thus limiting the application of research results. 3. Conditional knowledge of conditional teachers refers to teachers' knowledge of pedagogy and psychology. This kind of knowledge is generally lacking in teachers, and it is also emphasized in our teaching reform experiment. Conditional knowledge is an important guarantee for teachers' successful teaching. In the research, we concretize teachers' conditional knowledge into three aspects, namely, the knowledge of students' physical and mental development, the knowledge of teaching and learning, and the knowledge of students' performance evaluation. Knowledge-the "golden key" to successful teaching