The professional knowledge of education mainly examines the relevant knowledge and application ability of five modules, such as pedagogy, psychology, education laws and regulations, new curriculum theory and teacher's morality cultivation.
pedagogy
1. Education
(1) The concept of education
(2) the essence of education
2. Education and social development
(1) The social constraints of education (social productivity, political and economic system, culture, science and technology, population, etc.). On education)
The influence and restriction of social productive forces, political and economic system, culture, science and technology and population on the development of education
(2) the social function of education (the reaction of culture to economy, politics, culture, science and technology and population)
The economic, political, cultural, scientific and demographic functions of education
(3) The demand and challenge of contemporary social development for education.
Modernization, Globalization, Knowledge Economy, Information Society, Multiculturalism and Education Reform
3. Education and human development
(1) Characteristics of people's physical and mental development and its main influencing factors
(2) the role of school education in people's physical and mental development
4. Educational purpose (including education system and quality education)
(1) educational purpose, function and value orientation
(2) the composition of all-round development education
(3) Educational aims and policies in contemporary China.
5. Courses
(1) Courses, Course Types and Their Characteristics
(2) Bloom and Gagne's target classification theory.
(3) Curriculum development and its influencing factors
6. Teaching
(1) The Significance and Task of Teaching
(2) the essence and basic laws of the teaching process
(3) Basic links and implementation requirements of teaching.
(4) Primary school teaching organization and classroom management.
(5) Teaching methods commonly used in primary schools
(6) Function (i.e. function P 156), type, principle (knowledge expansion on page P 158) and method (supplementary contents: observation, testing, investigation and self-evaluation) of teaching evaluation.
(7) The concept of teaching mode and the main teaching modes at home and abroad.
7. Moral education
(1) Moral Education and Its Significance
(2) the basic theory of moral development (educational psychology P428-430)
(3) the goal and content of moral education in primary schools.
(4) Basic principles, methods and approaches of moral education in primary schools (the same as those in primary and secondary schools)
8. The work of the class teacher
(1) The significance and function of the work of the primary school class teacher (just like primary and secondary schools, just follow the book)
(2) Class collective construction and class management in primary schools (such as primary and secondary schools, review by the book)
(3) Principles (supplements: student-centered, teaching students in accordance with their aptitude, collective education, democracy and fairness, tempering justice with mercy, and setting an example), methods (supplements: reasoning education, model law, contract law, reward law and punishment law) and art.
(4) Planning, organization and management of class team activities in primary schools (same as primary and secondary schools, P 197)
(5) Contact and coordination between schools and extracurricular educational activities and families.
9. Students
(1) Age characteristics of primary school students (age characteristics include physical and psychological aspects, with emphasis on psychological aspects P34 1)
(2) The characteristics and education of pupils' cognitive development and learning style (cognitive development mainly refers to observation, thinking, imagination, memory, etc.). The second chapter of psychology is cognitive development and education, focusing on the cognitive level of primary school students. What should be done in the teaching process)
(3) Individual differences of primary school students (cognitive differences, personality differences, etc.). ) and education (P35 1-353)
(4) The concept and types of special children and their education.
Supplement:
1. Special children refer to all kinds of children who are significantly different from normal children in all aspects. These differences can be manifested in intelligence, sense, emotion, body, behavior or speech, including children with lower development than normal, children with higher development than normal and children with minor crimes.
2. Type: (1) What you need to know: children with super-long intelligence, children with mental retardation, and children with specific cognitive or learning disabilities.
(2) attention: students with learning difficulties (underachievers) and top students (P 197 on the education of underachievers and top students) ★
10. Teachers
(1) Professional characteristics of primary school teachers (same as primary and secondary schools)
(2) Primary school teachers' professional requirements, professional development stages (P86) and ways (P86)
(3) Good teacher-student relationship and its construction.
(2) Psychology
1. Cognitive development of primary school students
(1) The concept, nature and law of attention and its application in teaching.
(2) the concept of sensory perception, the application of the law of sensory perception, the development and cultivation of primary school students' observation ability (like middle school, it is recited in books)
(3) The concept, nature, process and law of memory and its application in teaching.
(4) The concept of thinking, thinking quality, thinking process, creative thinking and its cultivation.
(5) The concept of imagination and the cultivation of pupils' imagination (P262- 163 memorized according to the contents of the book)
(6) The thinking process of problem solving (P27 1 thinking process) and the factors affecting problem solving (part P420 of educational psychology)
2. Students' emotions, emotions and will
(1) Concepts and types of emotions
(2) the concept and types of emotions
(3) the concept and quality of will
3. Personality development of primary school students
(1) Needs, Students' Interests and Their Cultivation (P308-309)
(2) The concept of intelligence, intelligence theory (P3 12 Gardner's multiple intelligence theory) and individual differences in intelligence development (P350).
(3) The concept of ability, the types of ability, the factors influencing the formation and development of ability, and the cultivation of ability.
(4) The concept of personality and the factors influencing the formation and development of personality.
4. Learning and learning theory
(1) Concept and classification of learning
(2) Learning theory,
Cognitive learning theory and constructivist learning theory.
(3) The concept, classification, influencing factors, stimulation and cultivation of learning motivation.
(4) The concept, types, teaching and learning of migration.
(5) Types, processes and strategies of knowledge learning.
(6) The concept of sports skills, the formation stages of sports skills and the factors that affect the formation of sports skills (that is, the training requirements of sports skills P4 16) are external causes, while the internal causes: (1) Personality: In the process of the formation of sports skills, students' personality characteristics play an important role. Because when doing a certain action, people have different personalities and different behavior patterns. (2) Intelligence: Psychologists have different views on the relationship between intelligence and motor skills. Japanese psychologist Matsubara summarized many research results into two situations. First, when the learner's intelligence is at a normal level, the learning of small muscle motor skills has a low positive correlation with intelligence. The higher the intelligence level, the better the academic performance; There is almost no correlation between the learning of large muscle motor skills and intelligence; There is almost no correlation between learning sports skills and intelligence through psychological training. Second, when there is a clear positive correlation between learning and intelligence, the lower the intelligence, the slower the learning progress. (3) Knowledge, experience and theory: knowledge is not equal to skills, but the formation of skills must be military knowledge. The richer the knowledge, the more helpful it is to overcome the difficulties in skill learning. However, it is difficult to form any motor skills only by learning theory and not operation. Because there is no connection between knowledge and motion analyzer. Their skills can't be further developed if they only imitate the operation and don't learn the relevant theories. Theory can speed up the acquisition of motor skills and avoid or reduce mistakes in the formation of motor skills. Some psychologists have conducted experimental research on electrical assembly workers. One group of workers just learned skills mechanically, while the other group explained the operation principle. The results show that the initial level of the two groups of workers is similar, but later the performance of the second group of workers far exceeds that of the first group. )
(7) The concept, formation stage and cultivation of psychological skills.
5. Mental health education in schools
(1) mental health standards
(2) Principles, main approaches and methods of mental health education (P470) (P47 1)
(Supplement: principles: educational principle, totality principle, difference principle, subjectivity principle, integrity principle, development principle, activity principle and confidentiality principle)
(3) Common psychological problems of primary school students
(4) Teachers' psychological pressure and coping.
(3) Education laws and regulations
1. Education laws and regulations
Education Law of the People's Republic of China, Compulsory Education Law of People's Republic of China (PRC), Teachers Law of People's Republic of China (PRC), Law on the Protection of Minors in People's Republic of China (PRC), Law on the Prevention of Juvenile Delinquency in People's Republic of China (PRC), Measures for Handling Student Injury Accidents (P534), etc.
Outline of Basic Education Curriculum Reform (for Trial Implementation), Outline of National Medium-and Long-Term Education Reform and Development Plan (20 10-2020), Professional Standards for Primary School Teachers (for Trial Implementation), Index Framework for Comprehensive Evaluation of Primary and Secondary Education Quality (for Trial Implementation) (Shangming Education Network), Guiding Outline of Public Safety Education in Primary and Secondary Schools (Shangming Education Network),
2. Teachers' rights and obligations
(1) Legal status, rights and obligations of teachers
(2) Teachers' educational behavior stipulated by relevant national educational laws and regulations.
3. Protecting students' rights
(1) Legal status, rights and obligations of students
(2) Protecting minors and preventing crime
(D) the new curriculum theory
1. Background, objectives and basic ideas of curriculum reform in basic education
2. The main contents of the experimental scheme of compulsory education curriculum (you can download it online)
3. Curriculum standards, the basic framework of curriculum standards
4. New curriculum teaching view, student view and evaluation view.
5. Development and utilization of curriculum resources (school-based curriculum)
6. School-based teaching and research and teachers' professional development
(E) Teachers' professional ethics
1. Teachers' professional ethics
Code of Professional Ethics for Primary and Secondary School Teachers (2008), Assessment Methods for Professional Ethics of Secondary Vocational School Teachers in Anhui Province (Trial) (20 13)
2. Teachers' professional behavior
(1) Requirements and main contents of teachers' professional code of conduct
(2) Ways and means to strengthen the cultivation of teachers' morality
Fourth, the examination form and examination paper structure
1. Examination form: closed-book written test.
2. Examination time 120 minutes, test paper score 120 points.
3. Main types of questions: multiple-choice questions, short-answer questions, essay questions, material analysis questions, case analysis questions, etc.
4. Content proportion: About 70% of the subjects have professional knowledge, and about 30% have the ability to use professional knowledge.