Education and teaching knowledge and ability

First, the examination objectives

1. Basic knowledge and ability of education. Have the basic knowledge of basic education theory, student development, teacher development, primary school organization and operation, and be able to analyze and discuss the problems existing in primary school education and teaching practice in China.

2. Knowledge and ability of student counseling. Have the knowledge of primary school students' physical and mental development, ideological and moral development, medical care, prevention of infectious diseases and accidental injuries, and be able to use this knowledge to design and implement activities related to primary education.

3. Manage the knowledge and ability of the class. Have the knowledge of primary school class management, class team activities organization, communication with students, parents, communities, etc. And can use this knowledge to design and organize class management activities.

4. Subject knowledge and application ability. Have the basic knowledge of primary school related subjects, subject curriculum standards and subject knowledge integration, and be able to use this knowledge to carry out subject teaching activities.

5. Knowledge and ability of instructional design. Have the basic knowledge of primary school students' learning needs analysis, learning content selection, primary school teaching plan design, primary school comprehensive curriculum and comprehensive practical activities, and be able to use these knowledge to complete the teaching design of specified teaching content.

6. Knowledge and ability of teaching implementation. Have the basic knowledge of primary school teaching organization and teaching evaluation, and can use this knowledge to analyze and carry out teaching activities.

7. Knowledge and ability of teaching evaluation. Have the basic knowledge of primary school teaching evaluation and teaching reflection, and can use this knowledge to carry out teaching evaluation and teaching reflection.

Second, the examination content module and requirements

The content of the examination of primary school teachers' educational and teaching knowledge and ability mainly covers two sections: educational knowledge and application and teaching knowledge and ability. The former includes education foundation, student guidance and class management, while the latter includes subject knowledge, teaching design, teaching implementation and teaching evaluation. Ability requirements are divided into three levels: understanding, understanding or mastering, and using. Specific examination content modules and requirements are as follows:

The foundation of education

1. Understand the history and present situation of primary education in China.

2. Understand the current situation and development trend of curriculum reform of basic education in China.

3. Understand the basic knowledge of education and scientific research.

4. Understand the basic knowledge and requirements of primary school organization and operation.

5. Understand the basic knowledge of pedagogy and psychology.

6. Understand the basic characteristics of primary education.

7. Master the basic methods of primary education research.

8. Master the basic knowledge of teachers' professional development.

9. Be able to use relevant knowledge to analyze the problems in the teaching practice of primary school education.

Student guidance

1. Understand the general laws and characteristics of pupils' physical and mental development.

2. Understand the cognitive characteristics of primary school students, and cultivate their interest in learning and good study habits.

3. Understand the basic laws and characteristics of primary school students' ideological and moral development.

4. Understand the knowledge about primary school students' medical treatment, health care, prevention of infectious diseases and accidental injuries.

5. Master the main methods of guiding pupils' learning.

6 master the basic strategies and methods of moral education, aesthetic education and psychological counseling for primary school students.

7. Be able to guide students' learning in a targeted manner according to the learning rules and individual differences of primary school students.

8. Be able to follow the law of physical and mental development of primary school students, carry out moral education, aesthetic education and psychological counseling in a targeted manner, and promote the comprehensive and coordinated development of primary school students.

(3) Class management

1. Understand the general principles of primary school class management.

2. Understand the basic responsibilities of primary school class teachers.

3. Understand the basic types of primary school class team activities.

4. Understand the basic knowledge of extracurricular activities in primary schools.

5. Master the basic methods of primary school class management.

6. Master the basic ways and methods of organizing primary school class activities.

7. Be able to analyze the phenomena and problems in class daily management according to the actual class and the characteristics of primary school students.

8. Be able to integrate various educational resources, organize effective class activities, and promote the healthy growth of primary school students.

(4) Subject knowledge

1. Understand the basic knowledge, basic theories and major events of primary school discipline development.

2. Understand the main contents and characteristics of primary school curriculum standards.

3. Master the core knowledge and its relevance covered by the content areas of primary school curriculum standards.

4. Can meet the requirements of primary school students' comprehensive learning, appropriately integrate the contents of primary school-related disciplines and carry out subject teaching activities.

Teaching design

1. Understand the basic principles, basis and steps of primary school teaching design.

2. Understand the basic knowledge of comprehensive curriculum and comprehensive practical activities in primary schools.

3. Understand the basic cognitive characteristics of primary school students in different learning fields; .

4. Understand the basic ways and methods of integrating information technology with primary school teaching.

5. Understand the influence of existing life experience, knowledge ability and learning experience on new learning content.

6. Master the basic content, steps and requirements of primary school teaching plan design.

7. According to the learning rules of primary school students, the curriculum standards of primary school related subjects and the characteristics of teaching materials, the teaching objectives, key points and difficulties can be reasonably determined, and the teaching plan design with specified contents can be completed.

(vi) Teaching implementation

1. Understand the basic methods of creating classroom teaching situations in primary schools.

2. Understand the basic methods to stimulate pupils' learning motivation.

3. Understand the forms and strategies of classroom teaching organization in primary schools.

4. Understand the basic types of primary school students' learning styles and the influence of primary school teachers' classroom teaching behavior on primary school students' learning.

5. Master the basic strategies and main methods of classroom teaching in primary schools.

6. Master the basic methods of classroom teaching summary in primary schools.

(7) Teaching evaluation

1. Understand the basic content, types and main methods of primary school teaching evaluation.

2. Understand the basic content, types and main methods of primary school teachers' teaching reflection, and the role of teaching reflection in teachers' professional development.

3. Be able to correctly evaluate the design and implementation of classroom teaching in primary schools.

2. Teacher qualification examination. Teach knowledge and ability when answering short questions. Do you need a little answer? Or just answer louder?

If necessary, answer big first, and then start to describe small.

The short answer to "Knowledge and Ability of Education and Teaching" consists of three questions, each with a score of 10, with a total score of 30 points, accounting for 1/5 of the total test paper. The medium difficulty belongs to the memory type. It has the following characteristics: the topic involves a wide range, and the knowledge points of answering questions are clear and simple. This paper mainly examines students' memory ability of knowledge points. Therefore, it is necessary for everyone to master the knowledge points they have learned.

The analysis of short answer questions found that the short answer questions that appeared in the previous questions basically did not appear. The examination content is mainly distributed in the following modules: educational foundation, student guidance, class management, teaching design and teaching evaluation and reflection; And with the development of teacher qualification examination.

On the basis of educational theory, the knowledge points of the short answer test of primary education knowledge and ability will be more and more extensive. Therefore, candidates should focus on reviewing and review reasonably. At the same time, when answering questions, we should pay attention to the requirements of the written answer specification: point by point, clear regulations and neat handwriting.

(two) education and teaching knowledge and ability; Analysis of real questions and answers in primary school exams; Extended reading.

Review method:

Make up a formula, a jingle

What's better is that the teacher will sum up the formula and make up the jingle, so that the long and difficult short answer questions will become very simple. Associative memory, jingle memory and homophonic memory are all very interesting, and the pressure on the back will be much less, and the memory will be firm and not very boring.

Combination of back training and training

If you always recite it there, your brain will easily get burnt, and you will finish it in a short time and forget it tomorrow, which is particularly troublesome. But later, I found that it would be much better to recite the real questions of this chapter and practice them again. Not only the knowledge points are memorized, but also the questions can be written. After finishing the questions, the wrong questions will be sorted out, and the review effect will be much better.

If you have more review time, you will remember these contents again the next day, deepen them again and remember them more deeply.

Ⅲ. Required Questions for Understanding Knowledge and Ability in Primary Education

First, the comprehensive quality problems of primary schools: multiple-choice questions, material analysis questions, and writing questions.

Second, the primary education teaching knowledge and ability questions: multiple-choice questions, short-answer questions, material analysis questions, teaching design questions.

Three, the comprehensive quality of primary school examples:

1. Multiple choice problem

(1) Xiaoming suddenly shouted in class, and some students followed suit. Among the following treatment methods, the most suitable one is

A. Stop at once and let Xiao Ming stand by the platform.

B. Ignore it and continue classroom teaching

C. suspend and criticize students.

D. Humor to ease the classroom atmosphere

(2) "Five Mountains" are the five famous mountains in China. The following do not belong to "Five Mountains"

A. Taishan B. Huashan C. Huangshan D. Hengshan

Read the following paragraph and answer the questions.

Confucius said, "Learning without thinking is useless, and thinking without learning is dangerous." ("The Analects of Confucius for Politics")

Note 1 Ignorance: Confused. ② Danger: doubt and danger.

(3) The following understanding of this passage of Confucius is incorrect.

A According to Confucius, learning and thinking should not be neglected, but should be combined.

B. Confucius pointed out the limitations of learning without thinking, and also revealed the disadvantages of thinking without learning.

C. learning without thinking will make learning more dangerous, and thinking without learning will make you more confused.

D. The thought of combining Confucianism and Taoism still has its positive value today.

2. Material analysis problems

Read the following materials and answer the questions.

Student Wang Lin gave him a nickname at school and beat his classmate's nose to bleed. Xu teacher, the head teacher, called Wang Lin's father and asked him to come to school this afternoon. After school, Wang Lin's father just came to the school gate. xu teacher, who was waiting there, said in front of everyone, "If such a small child can't manage well, do you still need me to teach you?"

Question:

Please evaluate xu teacher's practice from the perspective of teachers' professional ethics.

3. Writing problems

Please write an article about why I want to be a teacher. Need to have a clear point of view, concrete discussion, clear organization and fluent language. Not less than 800 words.

Four, primary education teaching knowledge and ability test example:

1. Multiple choice problem

(1) In the history of world pedagogy, it is recognized that the first pedagogy book with scientific form is

A. Comenius' Great Teaching Theory B. Herbart's General Pedagogy

C. Dewey's democracy and education D. Bruner's educational process

(2) There are various ways of classroom lead-in. By memorizing old knowledge, reviewing, doing exercises and other activities, master new content and send

Put forward new questions and clarify the learning tasks in order to introduce new courses. This import method is called

A. Direct import B. Practice import C. Case import D. Audit import

2. Short answer questions

(1) What are the main cognitive characteristics of primary school students?

(2) What are the common organizational forms of classroom teaching in primary schools?

3. Material analysis problems

Read the material and answer the questions.

(1) When introducing the experience of class spirit construction, a class teacher said, "In our school, the headmaster asked the class teacher to keep an eye on the classroom.

Class', keep abreast of the class situation and deal with emergencies in time. As long as students walk out of the classroom and stay.

Monitor, everyone should line up at the door.

Ren Du Ermai should be present. At the same time, it also formulated the' ten-in-place system for class teachers': students should attend classes; Press the preparation bell to arrive before class; Students must listen to the radio; Students should do eye exercises; The students go outdoors.

The class is coming; Students are going to the dormitory; Students will go to the restaurant to eat; Come when you are sick; Students should arrive while watching TV; The students will arrive when they are cleaning. The implementation of this system has greatly improved the class style and discipline. "

However, some teachers have raised objections to this practice.

Question:

Please use the relevant theory of primary school class management to analyze the "ten-position system for class teachers".

(2) When a novice teacher was teaching Random Stories of Yili Grassland, he asked the students to summarize the words and expressions that describe the bravery of hunting bears in the text. But one student didn't follow the teacher's request. Instead, he said the hunter was cruel and pointed out that the hunter's bear hunting was illegal.

Originally, the text praised the hunter, but the students denounced the hunter's bear hunting behavior, which was unexpected by the teacher. The teacher didn't get angry or shy away from the students' different opinions, but guided by the situation and let the students fully discuss and express their opinions from the perspective of protecting wild animals.

Question:

Please talk about your understanding of presupposition and generation in primary school teaching and their relationship with the selected materials.

4. Instructional design issues

Material 1: Understanding of Perimeter (the specific teaching content is omitted).

Material 2: Understanding Chinese Characters by Pinyin (the specific teaching content is omitted).

Material 3: (Specific subjects and their teaching contents)

Question:

Please choose a design teaching goal and a teaching link (such as classroom introduction and teaching new knowledge) from the above materials. ).

20 15 The written test of the national unified examination for teacher qualification certificate has come to an end in the first half of the year. Many candidates may not get satisfactory results because of insufficient review, and students preparing for the second half of the exam also want to find some rules to review from this exam. So, analyze the characteristics of this year's exam with me and prepare for the exam in the second half of the year.

First of all, in terms of difficulty, this exam is the same as in previous years, and there are no difficult knowledge points. However, the knowledge points examined are more detailed, and students who don't review carefully are a little crazy. The distribution of knowledge points from the module of the examination outline, the basic knowledge of education is 46 points; Student guidance 22 points; 48 points for teaching design, including 40 points for combining subject knowledge; 24 points for teaching implementation; Class management 10. From the distribution of questions, consistent with the examination paper structure in the syllabus, multiple-choice questions mainly consist of two modules: educational foundation and student guidance; Short answer questions based on education, student guidance and class management; The difference is that one problem of material analysis belongs to the teaching implementation module, and the other problem belongs to the education foundation module; The teaching design questions are the same as in previous years. Choose one of Chinese and Mathematics. Relatively speaking, Chinese teaching design questions are simpler than mathematics, and candidates are easier to answer. Generally speaking, one of the necessary questions in teaching design is to formulate teaching objectives, and candidates can design according to three-dimensional objectives combined with materials. For one subject knowledge, candidates need to understand the curriculum standards, and the other subject is generally a step in the teaching implementation process.

Secondly, the specific knowledge points are analyzed, and the multiple-choice questions mainly examine the relevant knowledge of pedagogy and educational psychology. There are many basic knowledge of pedagogy, including individual physical and mental development, education system, teaching and so on. The knowledge of educational psychology mainly examines students' psychological development and related knowledge of learning. Short answer questions have no fixed rules and are difficult to predict. Candidates need to have a solid grasp of basic knowledge when reviewing. In recent years, the material analysis problems mainly focus on moral education, class management, teaching and new curriculum reform, and this year is no exception. First, it examines educational tact and classroom management, and second, it examines the evaluation concept of new curriculum reform. As long as the candidates focus on reviewing these related knowledge, it is relatively easy to analyze the materials with 40 points. Instructional design questions If candidates are not familiar with the curriculum standards, they can choose Chinese topics. For classroom questioning and blackboard writing design, as long as it is reasonable, one thing to pay attention to here is that the examination questions should be clear. The third question requires the design of the blackboard, and the examinee only needs to answer the content to be presented to the students.

In short, since the written test is over, I believe that after checking the answers, everyone has a rough estimate of their scores. If they think they are hopeless, I suggest you continue to work hard and review the key contents. For scattered knowledge points, you can use different review methods that suit you. If you think it is promising to pass the interview, I suggest you learn about the interview, take the interview theory as a guide, pay attention to more practice, try more lectures and improve your teaching ability.

Ⅳ What questions and contents should be tested in the education and teaching knowledge and ability of primary school teachers' qualification certificate?

1.

According to the examination syllabus, the primary school teacher qualification examination "education and teaching knowledge and ability":

① Question type

Multiple choice questions, professional short answer questions, material analysis questions, teaching design questions.

② Content

It mainly includes two parts: educational knowledge and application (educational foundation, student guidance and class management) and teaching knowledge and ability (subject knowledge, teaching design, teaching implementation and teaching evaluation).

2.

Please refer to the examination syllabus for the specific assessment of teacher qualification examination subjects.

Ⅳ How to find the answer points for the analysis of teaching knowledge and ability materials in primary school teacher qualification certificate education?

First, the primary school teacher qualification certificate material analysis answer steps:

1. Read the questions and classify them.

2, determine the source of materials

It can be judged by the obvious characteristics of materials, such as the appearance of "class teacher" and "class meeting", which can be divided into class management; When there is an emergency, it can be classified as classroom discipline; If there is an obvious word "head teacher" in educational materials, it can be judged as an analysis problem of class management materials; If it is an educational phenomenon, famous sayings, parents, etc. , can be classified into other categories.

3. Recall various related test sites.

But always remember, the general answer-the new curriculum reform.

4, materials and test sites, looking for excavation points.

5. Organize the language, form the answers, pay attention to the writing format, try to achieve the overall structure of the total score and closely contact the materials.

Second, the primary school teacher qualification certificate materials analysis questions answering methods

Generally speaking, we summarized the following three methods to deal with mining points:

1, integral analysis method

That is to grasp the things mentioned in the material as a whole, start from the whole, divergent thinking, and find the answer to the question. This method is suitable for topics with broad requirements and subjective answers.

2. Keyword analysis method

Grasp the key words or sentences in the material and analyze the key points of the answer from these key words or sentences.

3. One-to-one correspondence method, that is, inverse deduction method.

First review all the test sites of this type of material in your mind, and then combine the materials and ideas to correspond to the test sites, which can be counted as one and others excluded.