First, the comprehensive quality of primary schools: multiple-choice questions, material analysis questions, and writing questions. Second, the knowledge and ability of primary education teaching questions: multiple-choice questions, short-answer questions, material analysis questions, and teaching design questions.
Iii. Examples of comprehensive quality problems in primary schools: 1. Multiple choice question (1) Xiaoming suddenly shouted in class, and some students followed suit. The following treatment is the most suitable one: A. Stop immediately and let Xiao Ming stand on the platform. B. Ignore it and continue classroom teaching. C. suspend and criticize students. D. dissolve humor and ease the classroom atmosphere. (2) "Five Mountains" is one of the five famous mountains in China. The following do not belong to the "Five Mountains": A. Taishan B. Huashan C. Huangshan D. Hengshan Read the following article.
Confucius said, "Learning without thinking is useless, and thinking without learning is dangerous." ("The Analects of Confucius for Politics") Note 1: Confused, confused.
② Danger: doubt and danger. (3) The following understanding of this passage of Confucius is incorrect: a. In Confucius' view, learning and thinking should not be neglected, and they advocate the combination of Zhang Xuesi.
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 questions 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 topic Please write a composition on the topic "Why should I be a teacher".
Need to have a clear point of view, concrete discussion, clear organization and fluent language. Not less than 800 words.
4. Examples of teaching knowledge and ability in primary education: 1. Multiple-choice questions (1) In the history of world pedagogy, it is recognized that the first pedagogy book with scientific form is A. Comenius's Theory of Great Pedagogy, B. Herbart's General Pedagogy, C. Dewey's Democracy and Education and D. Bruner's Educational Process. By recalling old knowledge, reviewing, doing exercises and other activities, we can find new problems, clarify learning tasks, and introduce new lessons in contrast to new content.
This introduction method is called A. Direct introduction B. Practice introduction C. Example introduction D. Review. 2. What are the main features of pupils' cognition in short answer questions (1)? (2) What are the common organizational forms of classroom teaching in primary schools? 3. Material analysis questions Read the materials 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 class at all times in the classroom, keep abreast of the class situation and deal with emergencies in time.
As long as students line up outside the classroom and dormitory, the monitor must 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; Students should take outdoor classes; 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 apply the 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, generation and their relationship in primary school teaching with the selected materials. 4. Teaching design special 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: (The specific subject and its teaching content are omitted) Question: Please choose one of the above materials to design the teaching objectives and a certain teaching link (such as classroom introduction and teaching new knowledge). ).
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.
2. How to do the short answer questions about teaching knowledge and ability in primary education?
1, the basic characteristics of primary education; The foundation of education (3) the obligation of primary education (4) primary education; The quality of primary school teachers; Love students, etc. (2) Teachers' knowledge literacy (3) Teachers' comprehensive ability; The psychological quality of teachers; 3. The social attribute of education; Being is education (2) Education is historic: different historical stages; With different social forms, the nature, purpose and content of education are also different, and they are different from time to time; Education has its own characteristics; Historical inheritance b, education should be influenced by other social ideologies c,; Political and economic development is not
1. Basic characteristics of primary education. (1) Particularity of educational objects (2) Primary school teaching
The foundation of education (3) the obligation of primary education (4) the comprehensiveness of primary education 2,
The quality of primary school teachers. (1) Teachers' professional ethics: loyalty to education,
Love students, etc. (2) Teachers' knowledge literacy (3) Teachers' comprehensive ability literacy (4)
Teachers' psychological quality
3. The social attribute of education. (1) Education is eternal: as long as there is human society.
Education exists. (2) Education is historical: different historical stages or societies.
3.20 19 what is the specific examination content of Yunnan primary school teacher qualification certificate education and teaching knowledge and ability?
Hello, the content modules and requirements of the primary school teacher qualification certificate education teaching knowledge and ability examination are as follows:
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.