A. How to achieve the goal of knowledge and ability in classroom teaching

In order to achieve the goal of knowledge and ability in classroom teaching, we must first develop three levels in turn:

1, situation creation: the situation should run through the whole classroom teaching. In the initiation of active learning, its basic functions and functions are manifested in two aspects: first, through specific situations, the awareness of learning problems is activated, and problem-based learning tasks are formed, so as to carry out learning activities of asking questions, analyzing problems and solving problems; Second, through specific situations, the problem is linked with the experience in students' original cognitive structure, which activates the existing experience to "assimilate" or "adapt" new knowledge in learning activities and endows new knowledge with individual meaning, leading to the reorganization or reconstruction of cognitive structure.

2. Explore new knowledge: solve two problems: first, realize knowledge internalization, that is, grasp the law of knowledge by solving the problems of what (declarative knowledge) and why (establishing the connection between knowledge); The second is to form subject skills, that is, to master the law of knowledge application through the application of knowledge.

3. Knowledge application: In this stage of teaching, we should not only consolidate knowledge and transform skills, but also transform knowledge into ability, and also consider adapting to students' different intelligence levels. Therefore, the training questions should be carefully designed, diversified, concise and typical, and have a certain intelligence gradient. Therefore, an intellectual step should be set up: the basic application is the imitation exercise questions with the same structure, type and difficulty as the examples in the textbook, which is used to consolidate the new knowledge learned in the classroom; Comprehensive application has two dimensions, one is the synthesis of knowledge points learned in this course, and the other is the synthesis of knowledge learned in this course and related knowledge learned in the past; Developmental application: there are four dimensions, one is multi-solution to a problem, the other is multi-solution and multi-thinking, the third is changeable problem, and the fourth is subject synthesis.

Secondly, we must carry out four trainings:

In classroom teaching, we should always run through the training, that is, the training of observation ability, operation ability, expression ability and problem-solving ability. Take the four training as the carrier to cultivate students' thinking ability.

B. Dear seniors and sisters, seek the system and focus of "educational knowledge and ability" and "comprehensive quality" in middle schools!

Chapter I Basic knowledge and principles of education

I. The concept of education

Education is a social activity to cultivate people. It is the basic way to inherit social culture, production experience and social life experience. Educational activities are the qualitative stipulation of education.

Two. Educational elements

Educators are influenced by the educator society.

Third, the basic methods of secondary education research

1. observation method: observation method is a research method in which researchers systematically investigate the research object purposefully through the senses or with the help of certain natural instruments under natural conditions to obtain empirical facts. Observation is a basic research method widely used in educational science research.

2. Investigation method: Investigation method is a research method for researchers to collect relevant information of research objects purposefully and in a planned way through questionnaires and interviews. And research and analyze the first-hand information obtained, so as to reveal the essence and law of things and seek solutions to practical problems. Investigation is widely used in educational science research, and is often combined with observation, historical research and experiment.

3. Historical method: Historical method refers to a research method in which researchers collect the historical facts of the occurrence, development and evolution of an educational phenomenon and conduct systematic and objective analysis and research, thus revealing its development law. The historical method of educational science research is to study educational science with historical research method, which is mainly suitable for studying the past educational practice activities and educational thoughts of human society.

4. Experimental method: Experimental method is a research method that the experimenter reasonably controls or creates certain conditions to artificially influence the research object according to the experimental purpose, so as to verify the hypothesis and explore the causal relationship between the conditions and the educational object.

5. Action research method: Teachers independently carry out reflective exploration in the real education and teaching situation, with the main purpose of solving specific practical problems in the work situation, emphasizing the integration of research and activities, so that teachers can learn, think, try and solve problems from the work process.

Chapter II Middle School Curriculum

I. Subject courses:

Also known as subject curriculum, it is a single subject curriculum organization model. Emphasize the relative independence between different disciplines and the integrity of a discipline's logical system.

Two. Comprehensive courses:

Multi-disciplinary curriculum organization mode, he emphasizes the correlation, unity and internal connection between multi-disciplines. Whitehead, a British educator, first proposed.

Three. Activity course:

Experience curriculum, also known as children-centered curriculum, starts from children's interests and experiences, breaks the boundaries of logical organization of disciplines, and organizes excellent courses with activities as the center. Representative: Dewey

Four. Compulsory course:

According to the national local or school regulations, the public courses that students must study are formulated to ensure the basic study of all students.

Verb (abbreviation of verb) elective course

According to the characteristics and development direction of different students, develop courses that allow individuals to choose to adapt to the individual differences of students.

National curriculum of intransitive verbs

It is designed in accordance with the general requirements for the development of the basic quality of all citizens, and reflects the basic standards of national education and the common requirements of the state for primary and secondary education in all localities and communities.

Seven. Local courses

Courses designed by local education authorities under the guidance of certain educational ideas and curriculum concepts according to national curriculum standards and the actual situation of local economic development and culture. It is the supplement of national curriculum in different places, and reflects the basic requirements of local social development for students' quality development.

Eight. School-based curriculum

The democratic decision-making process of curriculum development is based on schools.

Nine. Dominant curriculum

Open courses. Courses presented in a direct and obvious way in the school environment. Main features: planning.

X. invisible course

Potential courses. Spontaneous courses. It is a course presented in an indirect and implicit way in the school situation. Such as the relationship between teachers and students, school spirit and study style.

Chapter III Middle School Teaching

First, the basic laws in the teaching process

1. the law of the unity of direct experience and indirect experience

1) Students mainly study indirect experience.

2) Students should learn indirect experience on the basis of direct experience.

3) Problems that should be paid attention to when implementing the law of unifying direct experience and indirect experience.

Only pay attention to the teaching of book knowledge,

It only emphasizes that students discover and accumulate knowledge through their own exploration.

2. Master the law of the unity of knowledge and development ability

1) Mastering knowledge is the basis of developing intelligence.

2) Ability development is an important condition for mastering knowledge.

3) The internal mechanism of mutual transformation between mastering knowledge and developing ability

4) Problems that should be paid attention to

Combine the cultivation of students' thinking ability with the imparting of knowledge.

3. The principle of unifying the leading role of teachers and the main role of students.

1) Teachers are in the position of organizers in teaching activities and should give full play to their leading role.

2) Students are in the main position of learning in teaching activities and should give full play to their initiative.

3) Establish a cooperative, friendly and equal relationship between teachers and students.

4. The law of the unity of imparting knowledge and ideological education.

1) Knowledge is the basis of the formation of ideas.

2) The improvement of students' ideological and moral character has laid the foundation for them to actively learn knowledge.

3) The combination of knowledge imparting and ideological and moral education.

2. Follow the basic laws of teaching, analyze and solve the problems in middle school teaching practice.

1. Pay attention to developing students' intelligence.

2. Give full play to the leading role of teachers while fully mobilizing students' learning enthusiasm.

3. Strengthen the guidance of learning methods and methods suitable for students.

4. Pay attention to students' emotional life.

C. What do the "process and method, knowledge and ability, emotional attitude and values" in the new curriculum standard specifically mean?

1. The goal of knowledge and skills mainly includes the core knowledge and basic knowledge of disciplines that are indispensable for human survival, as well as the ability to acquire, collect, process and use information, innovative spirit and practical ability, and the desire and ability of lifelong learning.

2. The objectives of process and method mainly include the indispensable processes and methods for human survival.

Process-refers to the reactive learning environment and communication experience.

Methods-including basic learning methods (autonomous learning, cooperative learning and inquiry learning) and specific learning methods (discovery learning, group learning and exchange learning).

3. Emotional attitude and values goal not only refer to learning interest and learning responsibility, but more importantly, optimistic attitude towards life, scientific attitude of seeking truth from facts and tolerant attitude towards life.

(3) Extended reading of course knowledge and ability:

Bloom, a famous American educational psychologist, established a classification system of educational goals based on the integrity of educational goals in 1 and 1956. He proposed to divide educational goals into three target areas: cognition, emotion and motor skills. According to Bloom's educational goal classification theory, the new curriculum divides the curriculum (learning and teaching) goals into three dimensions: knowledge and skills, process and method, emotional attitude and values.

2. Classroom teaching under the background of new curriculum requires designing curriculum objectives from three aspects: knowledge and ability, process and method, emotional attitude and values according to the educational tasks of various disciplines and the needs of students. Specific to teaching practice, it is necessary to transform the original classroom with a single goal (knowledge and skills) into a classroom with multiple goals (knowledge and ability, process and method, emotional attitude and values).

D. What are the process and method, knowledge and ability, emotional attitude and values in the new curriculum standards?

Knowledge and skills, process and method, emotional attitude and values are the three-dimensional goals of the new curriculum.

1, knowledge and ability goals. The goal of "knowledge and skills" dimension is to let students learn. It is the specific stipulation of knowledge and ability in the curriculum and the basic basis of "knowledge and ability" teaching. We should thoroughly study the new curriculum standards and understand the changes in the requirements of the new curriculum standards for knowledge and ability compared with the old syllabus, so as to correctly grasp the requirements of the new curriculum for "knowledge and ability".

2. Process and method objectives. The goal of "process and method" dimension is to let students learn. "This is unique to the new curriculum standard. The requirements of process and method advocate "inquiry learning" and emphasize learning in practice. " The process focuses on the experience. Method "should be concrete, not abstract, should be accompanied by knowledge learning, skill training, emotional experience and aesthetic cultivation, and should be inseparable from it."

3. Emotion, attitude and values. The goal of "emotion, attitude and values" dimension is to let students enjoy learning. The goal of "emotional attitude and values" embodies human nature.

Theoretically, the "three-dimensional goal" of the new curriculum embodies the basic law of students' all-round development, personality development and lifelong development, the organic connection of students' various qualities in the cultivation of subject courses, and the overall requirements of the times for the cultivation of basic learning ability, developmental learning ability and innovative learning ability.

Emphasizing knowledge and skills, processes and methods, emotional attitudes and values in teaching objectives is not a simple juxtaposition, but a mutual infiltration, integration and unity in the growth and development of students. Knowledge and skills are the carriers to realize two target dimensions: process and method, emotional attitude and values. Process and method are the bridge connecting two target dimensions, and emotional attitude and values are the further sublimation of knowledge and skills, process and method in teaching.

E. knowledge and ability of operational research course learning

Methods/steps

Plan. Learn to make a study plan and study in a planned way.

How can we study efficiently?

Don't relax mentally, always remind yourself to work hard and don't fall behind.

How can we study efficiently?

Learn to summarize.

How can we study efficiently?

We should abandon the impetuous learning mentality in primary school and develop serious and practical study habits.

How can we study efficiently?

Never feel that you should do more questions. The more questions you do, the better. Know how to integrate.

How can we learn to walk efficiently?

F. What are the knowledge goals and ability goals of Chinese teaching?

The new Chinese curriculum standard points out: "The curriculum goal is designed according to three dimensions: knowledge and ability, process and method, emotion, attitude and values. The three aspects are mutually infiltrated and integrated, focusing on the improvement of Chinese literacy. " A relatively complete classroom teaching target system has been constructed, and the development from knowledge-based, subject-based to student-based has truly achieved the integration of knowledge, ability and attitude, reflecting the overall concern for the existence and development of human life. The traditional teaching process pays too much attention to the teaching of basic knowledge and skills, which leads to the lack of students' subjectivity, emotion and creativity, undermines the motivation of many students' sustainable development, and leads to the phenomenon of "high scores and low abilities" and "talent without morality". Under the new curriculum, effective Chinese teaching means that through teaching, students can make progress and development in knowledge, ability, emotional attitude and values, improve Chinese literacy, experience learning process and master learning methods. How to embody three-dimensional goals in Chinese classroom teaching? In my opinion, we should do the following. First of all, we should correctly understand and understand the three-dimensional goals and their relationships. The basic feature of Chinese course is the unity of instrumentality and humanism. In the three-dimensional goal, knowledge and skills reflect the instrumentality of Chinese. The process and method emphasize learning in practice, and "can actively carry out inquiry learning and learn and use Chinese in practice". "Process" focuses on "experience". "Emotional attitude and values" embodies the humanity of Chinese, emphasizes the extensive cultural influence on students, cultivates students' noble moral sentiment and healthy aesthetic taste, and forms correct values and positive attitude towards life. However, we must make it clear that the three-dimensional goal is not three isolated goals, but three aspects of a goal. The understanding of it can be accurately expressed as "mastering methods, acquiring knowledge, forming abilities, and cultivating emotional attitudes and values in the process". At the same time, we should not forget that knowledge and skills are the foundation, the core, the most important dimension and the support for the development of the other two dimensions. In teaching, to integrate the three-dimensional goals well, we should not simply superimpose the three dimensions, but take "knowledge and ability" as the main line, infiltrate the emotional and attitude values, and fully embody them in the process and methods. Secondly, the teaching objectives should be specific. In each class, the three-dimensional teaching objectives must be specific, so as to facilitate the implementation in classroom teaching. For example, the three-dimensional teaching objectives of Yulinling are: (1) knowledge and ability: (1) to perceive the content, thoughts and feelings of the work through repeated reading; (2) Mastering the writing methods of lyricism, scene blending and combination of reality and reality; (3) Appreciate the image and master the characteristics of graceful and restrained school; (2) Process and methods: guide students to make full use of network resources reasonably, conduct independent inquiry learning, broaden their knowledge and enrich teaching content; (3) Emotional attitude and values: With the help of multimedia and teachers' experience of the works, guide students to read the works with sincere feelings, and cultivate students' interest in poetry and literary literacy. Third, we should give full play to students' initiative and guide them to actively and effectively participate in learning. Classroom teaching is changing rapidly, and it is impossible to imagine that every step is in place. This requires us to be organizers, guides and collaborators of good teaching. For example, in the teaching of Venus of Milos, in order to grasp the author's point of view, students are required to find out the key sentence in the article, "She must lose her arms to be so beautiful and charming." Just as I was about to arrange for students to discuss the meaning of this sentence, one student raised his hand and said, "Is there a problem with this sentence? Why not talk about beauty and charm without her arms? " The whole class began to talk about it at once. I didn't simply deny the students' answers, but asked them to read this sentence several times, one word at a time, and then carefully thought about whether what the classmate just said was reasonable. Now, the whole class has taken action, and soon, some students found the problem, that is, "she" must lose her arms if she wants to be so beautiful and charming, which naturally leads to the question I want to ask. What is the specific meaning of "so"? Why did she lose her arms? Venus does not "lose her arms" or "lose her arms", which art effect is better? Do you want "two unobstructed arms to reappear on this statue"? Why must the missing part be two arms, not other parts? What if someone else lost her arms instead of her in real life? Because I asked the question myself, everyone was very interested and discussed it one after another. The classroom atmosphere is very warm, and the teaching effect of this class is very good. From this lesson, we can see that teachers should be good at grasping the teaching opportunity, not only at refining problems for students, but also at guiding students to ask and form problems, and turning the learning process into a process of asking and solving problems. Fourth, pay attention to the process and learn Chinese in practice. The new curriculum points out that Chinese is a practical course, and we should pay attention to cultivating students' Chinese practical ability, and the main way to cultivate this ability should also be Chinese practice. Teaching process is the process of guiding students to practice Chinese. What you get on paper is so shallow that you never know what you have to do. Teaching should be based on students' real life, existing experience and social practice, with autonomous activities as the main form of development, emphasizing students' personal experience, requiring students to "experience" and even find and solve problems in a series of activities such as "hands-on" and "thinking". We should give students time and space to think, and emphasize that students should grasp the process of knowledge generation in independent construction, and then use knowledge to solve problems independently. For example, in the learning process of the comprehensive practical activity "China people around me", I arranged for students to pay attention to China people around them: road signs, billboards, lines in TV movies, communication in daily life, etc. These have become our study materials. Through observation and summary, the students found many neglected places on weekdays, and the typos, typos, irregular words and expressions in their compositions were greatly reduced. Because of their own knowledge, students are impressed and the learning effect is very good. At the same time, this way of learning makes them feel the practicality of Chinese, and their interest in learning Chinese is also increasing. In this process, students explore methods, and it is precisely because of the "process" that students' intellectual and non-intellectual factors have developed. Chinese practice includes knowledge learning and skill training, as well as emotional experience and interest cultivation. For example, in reading teaching, we can take the emotion of the text as the main line, guide students to enter the emotion, think and imagine, accept the emotional edification of the article, and at the same time complete the understanding of words and phrases and the learning of reading methods. In exercise teaching, we can still use emotion as a clue to guide students to contact the life world when drawing materials, activate the imaginary world, pour out emotions when conceiving and expressing, and reflect on the expression of emotions when evaluating, so as to make the expression of emotions more accurate, concrete and vivid. The above is my thinking on how to embody the three-dimensional goal in the subject classroom teaching of the new curriculum. I think as long as we pay attention to the above points, we can implement the three-dimensional goal of the new curriculum in classroom teaching.

G. primary school teacher qualification certificate "educational knowledge and ability" evaluation materials (word)

The teacher qualification certificate is a national unified examination, and the primary school teacher qualification certificate tests "comprehensive quality" and "education and teaching knowledge and ability".

Because online question and answer can't upload Word data, it can only be in text form.

If you want to get high marks in the course "Knowledge and Ability of Education and Teaching", you must first be very clear about the examination situation of the subject in previous years, that is, it is divided into several sections. What is the focus of each section? How many points, and then targeted learning, let's analyze the examination situation of this subject together, hoping to help you!

First, the examination situation analysis:

20 17 the national teacher qualification examination will be held in June 1 1. By analyzing the real questions over the years, we can see that the questions and forms of the examination of educational and teaching knowledge and ability remain basically unchanged, with the examination time of 120 minutes and the full score of 150 minutes. The report grade is 120, which is equivalent to 70 points (it is no problem to ensure that the paper grade is above 96 points). The examination module includes six parts: education foundation, student guidance, class management, teaching design, teaching implementation and teaching evaluation.

Summarize and analyze the examination questions over the years, grasp the characteristics of proposition law, examination form of knowledge points and distribution of knowledge points, help candidates to define the examination direction as a whole, and promote candidates to grasp the contents of each part as a whole.

(1). Test paper structure and problem distribution

Summary: Generally speaking, the exams in the second half of 20 17 remain flexible and open. New changes have taken place in specific chapters. The specific analysis is as follows:

Module 1:

1. Overall proportion: slightly decreased, but it is still the most concentrated chapter of the test center, and it is also the key chapter of the preparation;

2. Specific knowledge points: relatively routine, closely combined with educational practice, there are * * * speech questions (multiple choice question No.7); The examination questions focus on the basic curriculum reform, involving students' view, curriculum theory, curriculum evaluation and new curriculum reform;

3. Key points of knowledge:

Multiple choice questions: the emergence and development of pedagogy, the development of education and society, the basic knowledge of psychology, the curriculum reform of basic education, and teaching research.

Short answer: teaching research

Module 2:

1. Overall proportion: it has dropped significantly by 16 points;

2. Specific knowledge points: the knowledge points are more conventional, but the topic angle is novel. For example, the method of moral education changes from the perspective of operation, but from the perspective of function and function.

3. Key points of knowledge:

Multiple choice questions: moral education methods and psychological counseling

Module 3:

1. Overall proportion: increased by 20 points;

2. Specific knowledge points: the focus is on class management and emergency handling. Two new situations: 1. Began to investigate the detailed knowledge points of young pioneers ("China Young Pioneers Team Chapter"); 2. Examination questions are repeated (short answer questions are repeated with 20 14)

3. Key points of knowledge:

Multiple choice questions: extracurricular activities

Short answer: the regular work of the class teacher

Material analysis problem: emergency treatment

Module 4:

1. Overall proportion: unchanged;

2. Specific knowledge points: Set the topic according to the style of subject knowledge-teaching objectives, important and difficult points-teaching process. Set the import link and "design intent" in a unified way;

3. Key points of knowledge:

Teaching design: text analysis, teaching objectives, teaching difficulties, lead-in links, new teaching links, design intentions.

Module 5:

1. Overall proportion: slightly increased by 8 points;

2. Specific knowledge points: Continue educational test sites and increase educational psychology test sites (learning motivation, knowledge learning and skill learning);

3. Key points of knowledge:

Multiple choice questions: teaching principles, teaching organization forms, learning motivation theory, knowledge learning and skill learning.

Problems of material analysis: teaching principles

Module 6:

1. Overall proportion: no problem.

2. Key points of knowledge:

Multiple choice questions: teaching evaluation and teaching reflection

(3). Difficulty of test questions

1.2065438+In the second half of 2007, the examination of the teacher qualification certificate "Knowledge and Ability of Education and Teaching" was very difficult, and it was basically the content of handouts. There are some flexible topics, on the one hand, the * * * speech documents, on the other hand, the analysis of educational practice, which requires candidates to analyze flexibly according to the content of the handout.

2. Multiple choice questions are less difficult; Short answer routines; The design of material analysis questions involves a wide range of knowledge points and is relatively difficult to teach; Comparison of teaching design questions.

Second, reproduce the real problem

1. Single choice

By describing and analyzing meaningful educational and teaching events and practices, educational research subjects explore or reveal the educational significance behind them. This educational research method is ().

A. Empirical research method B. Investigation research method

C. Action research method D. Narrative research method

Answer D. Analysis: Educational narrative research refers to the educational research carried out by narrating and telling stories. Through the description and analysis of meaningful campus life and teaching practice experience, teachers explore or reveal the educational thoughts, educational theories and educational beliefs hidden behind these lives, events, experiences and behaviors, so as to discover the essence, laws and value of education.

solve problems

On the matters needing attention in writing conduct comments by primary school teachers.

Reference answer

(1) Conduct comments should be realistic, grasp the main issues, be targeted, and reflect the overall performance and development trend of students' ideological and moral character.

(2) Conduct comments should fully affirm students' progress, appropriately point out their main shortcomings, indicate the direction of efforts, and do not list phenomena, regardless of priorities.

(3) The words used in conduct comments should be concise, specific and appropriate, so that people can understand and accept them at a glance, and avoid being empty, abstract and comprehensive, so as to prevent improper words from hurting students' feelings and causing misunderstanding among parents.

Teacher Liu used various methods to motivate students when teaching the first snow. When asking the questions raised by middle school students valuable, she said, "You are really a thoughtful child!" " The students did well in reading aloud. He said admiringly, "What a good book! The teacher seems to be in a snow scene, and his heart is extremely relaxed and happy. " When everyone finished reading, she said, "The teacher is also infected and wants to read better." When a student doesn't read well enough, he first affirms that he "reads well", and then expresses his hope: "It would be better if he could not only have surprises but also admiration when reading Wow!"

Question:

(1) Comment on Teacher Liu's evaluation of students' classroom performance. (10)

(2) Talk about the evaluation concept advocated by the "new text". (10)

Reference answer (1) Teacher Liu's teaching process embodies the relevant concepts of the new curriculum reform, conforms to the evaluation concept of the new curriculum reform, effectively stimulates the enthusiasm of students, and is worth learning.

First of all, Mr. Liu's practice embodies the people-oriented view of students, from paying attention to subjects to paying attention to people. In the teaching materials, Mr. Liu has been encouraging and guiding students in various ways, so that students can experience happiness and growth in their studies.

Secondly, Mr. Liu reflected the developmental evaluation advocated by the new curriculum reform in the evaluation. In the textbook, in the face of students' doubts or improper reading, Teacher Li adopted a developmental evaluation, so that students can constantly find their own problems, constantly revise and constantly develop in the learning process.

(2) the evaluation concept advocated by the new curriculum:

First, in the evaluation function, we should pay attention to development rather than screening and selection.

Second, in the evaluation object, we should gradually shift from the evaluation that pays too much attention to the results to the evaluation of the process.

Third, in the evaluation subject, we should emphasize the diversification of evaluation subjects and the multi-source of evaluation information, and attach importance to the role of self-evaluation and mutual evaluation.

Fourthly, in the evaluation results, we should not only pay attention to the accuracy and fairness of the evaluation results, but also emphasize the feedback of the evaluation results, the appraisee's recognition of the evaluation results and the improvement of the original state.

Fifth, in the evaluation content, we should emphasize the comprehensive investigation of all aspects of the evaluation object.

Sixth, in the evaluation method, we should emphasize the diversification of evaluation methods, especially pay attention to the combination of qualitative evaluation and quantitative evaluation, and the combination of quantitative evaluation and qualitative evaluation.

Seventh, in the relationship between the evaluator and the evaluation object, equality, understanding and interaction are emphasized, which reflects the value orientation of people-oriented subjective evaluation.

H. how to prepare the knowledge and ability of teacher qualification certificate education?

comprehensive quality

Assessment content: educational concept, professional ethics, knowledge of laws and regulations, scientific and cultural literacy, reading comprehension, language response and expression, logical reasoning and information processing ability.

Test questions: multiple-choice questions, material analysis questions, and writing questions.

Teaching knowledge and ability (children), educational teaching knowledge and ability (primary school), educational knowledge and ability (junior high school)

Main assessment: basic knowledge of education and teaching, student guidance and class management.

Test questions: multiple-choice questions, short-answer questions, material analysis questions, and teaching design questions.

Subject knowledge and teaching ability

Assessment content: to assess the basic knowledge of the subjects taught, the knowledge and methods of teaching design evaluation, and the ability to analyze and solve practical problems in education and teaching by using the learned knowledge.

Examination questions: multiple-choice questions, short-answer questions, diagnosis questions, case analysis questions, and teaching design questions.