To give you practical advice:
If you’re a student at school, you’ll have plenty of time to prepare for the examination, and you’ll need to buy a set of dozens of books and papers, if you can read them, do a couple of papers, do nothing, do a few questions before the exam. It’s just not responsible, it’s not a book to deal with the choice, it’s a subject, it’s a simple one, you can’t make it up.
In the case of social candidates, there is little time to prepare for the examination, and some written live video courses are available, mobile phones/computers are available to study and time is more liberal and free. Especially non-teaching 0-based candidates, who are particularly practical, are much better than their own blind readings, and are in-service candidates. Time is more important to you than money, and what you need is a test.
The Teacher Qualification Examination consists of two sections, the “Book Test” and the “Adviser Examination” , which are detailed below.
Contents of written examinations
We’ll start with the teacher’s test.
(Teacher qualification written examination)
Then let’s take a closer look at the specifics of each subject.
Primary and Secondary Education Section I Comprehensive Quality
Comprehensive Quality is the subject of the Memory Test, and there is a great deal of knowledge to recite. In addition, writing is a top priority, which is called “the examination of the author”.
(Consolidated Quality Examination Content Module)
(Pattern distribution for comprehensive quality examinations)
In summary, the Integrated Quality examination has five main modules. Now show you the module by module and see what the hard part is.
Professional philosophy of teachers
The concept of the teaching profession has three main aspects:
Education
Student View
Teachers
One thing: three things. Jane isn’t easy? Surprised? Among them, the student view is the focus of the focus, the fighter jets in the five stars, and it’s good to be back to back.
Teachers ‘ laws and regulations
The teacher’s laws and regulations, which often include a six-law one:
Law of the People ‘ s Republic of China on Education
Teachers ‘ Law of the People ‘ s Republic of China
Law of the People ‘ s Republic of China on Compulsory Education
Law of the People ‘ s Republic of China on the Protection of Minors
Law of the People ‘ s Republic of China on the Prevention of Juvenile Delinquency
School injury treatment
National Programme for the Development of Medium- and Long-term Education Reforms (2010-2020)
These seven laws and regulations are to be found in the choice.
Professional ethics of teachers
In the teacher’s code of ethics, the main point of the examination was to say, “I love two people for life.” Specifically, it’s a six-point component of teachers’ ethics:
Patriotism (basic requirements)
Respectiveness (essential requirements)
Care of students
Teaching a teacher (charter post)
Master’s watch (inline)
Lifelong learning (development dynamics)
These six articles need to be learned to be applied on the basis of memory, as they are often used in material analysis to analyse specific cases.
Cultural literacy
Cultural literacy is a more problematic part of retrainment. The values are low, but the content is complex and irregular, and they are scattered, trivial points of knowledge.
According to the analysis of the true issues of the calendar years, the frequency of the occurrence of HF knowledge points is in turn Chinese history > Chinese literature > World literature > World history > Chinese traditional culture > scientific literacy > other. You can design a review plan based on this.
Basic capacity
The basic competencies cover four main areas:
Logical ability
Information processing capacity
Reading ability
Writing skills
It sounds complicated, but it’s clear and easy.
Logic reasoning can be found in the “translation reasoning” and “real and false reasoning” typologies, and clarity of thinking is generally not incorrect; information-processing capabilities are intended to look at the use of World, Excel, PPTs by candidates, and are common; reading the subject, whispering to you, is generally the level of reading understanding in junior high, which is small for you, Case.
The subject of writing is the focus and difficulty of this part of the study, in particular the writing, and it is suggested that a little more writing material be prepared before the examination, which would make it clear to the teacher.
Lesson II. Teaching and teaching knowledge and competencies
Total total of 150; 120 minutes;
The number of questions is 26: of these, 20 are 2 points per channel, 3 are brief, 2 are analysis of materials is 20 points per channel, 1 is teaching design is 40 points.
Overall, it’s not a big deal, as long as it’s ready, and for 120 minutes, it’s a lot of time.
II. Chapter content framework
1. Examination content
As can be seen from the above, the subject matter of the subject is much more subject-matter than objective, which means that there is much to be written, whereas in the subject-matter, the brief answer is simple, and the subject of material analysis is regularly examined in conjunction with class management, in particular with regard to the subject of the class emergency; There is also a more difficult topic that requires flexibility.
The most important and difficult is the design of teaching, which is 40 points, and the examination of both academic knowledge and teaching skills is a key one.
III. Chapter review executive summary
Chapter I. Basics of education
(This chapter accounts for about 45 out of 150 or 30 per cent of the calendar year examinations, so it has to be prepared for a full-problem, which is a single-choice, abbreviated, material type. I’m not sure.
The first section has not been taken in a calendar year, so you need to be able to answer questions;
In section II, there is only one choice or no question for each calendar year, so that this section is available for selection;
In section III, teachers ‘ professional development have been given individual selections and materials, but this year there is little chance that they will be added to the subject, so they will be presented on an individual basis;
In section IV, the methodology of educational research: it is mainly presented on a single-choice basis and is mainly focused on specific methods. The method of comparison is different, and here you just have to catch the key words for each method, so that the key words can be selected for the examination;
Section V. Basics in Education: The content is more extensive, the examinations are popular, single-choice and short-cut questions are available, there are also high-frequency points of reference, there are some leading figures in the development of education, and persons who have been tested in previous years can study in a lower priority. (Quamenius, Herbat, etc. have not yet been given the necessary focus; education and culture have been taken in the education and social sectors, and these can be seen briefly.
Section VI Psychology: Two more singles for each calendar year, one short question and therefore a single question. Attention and perception are more important and require attention and understanding.
Section 7 on curriculum reform in basic education: It is very important that this section be prepared in a full-issue manner, having been singled out, succinctly analysed and analysed.
Of these, the type of course is the focus, which has not been taken into account in the calendar year, but the focus is on the subject. With regard to new curricular changes, the goal is to take a short look. Education in the context of new curricular changes is often considered in the context of materials or brief questions, so these need to be seen in a focused manner.
Chapter 2 Student guidance is mainly provided on an individual basis, with a simple answer.
This chapter represents an average of 19 points in the examination, or 12 per cent.
The first section is presented on a single-choice basis and focuses on the development of the individual ‘ s physical and mental development patterns, which can explain the meaning of each of them and the inspiration given to them.
The second section provides a brief, single-choice response: the focus is on learning the theory of theoretical behavioralism and, while Piajay has done it, he is still a very popular person and needs to focus on it.
Section III: A brief question-and-answer examination in previous years, which is a stand-alone question, is presented on a stand-alone basis, using visual concepts or examples;
Section IV: No, so just take a quick look.
Section V: Single-choice preparation, mostly sub-topics.
Section VI: After a short answer, you just have to catch some keywords.
Chapter III Class management
Subjectively, it focuses on sections I and II, which account for about 22 of the examinations, mainly on 1-2 monographs and 1 material subject.
The first section is a full-issue preparation, primarily on subjective subjects, and the principal course directors ‘ handling of class emergencies (principles, methodology), usually in conjunction with materials;
Section II is often brief. Emphasis is placed on the work of the class masters. (a) Selection of the regular work examination, which takes into account the main aspects of the work of the head of the class and his/her conduct evaluation; individual work is primarily taken into account in the material; and section III: Single-choice preparation of the examination, which is primarily concerned with the type of activities of the team;
The fourth section of the examination list is a selection of the type of extracurricular activity.
Chapter IV: Scientific knowledge
This chapter will not be considered separately, mainly in the first question of the last question. Attention needs to be drawn to the standards of the compulsory education curriculum and the teaching proposals.
Chapter V Teaching design
The 40 to 42 points in the examination (three questions in the examination) focused on section I, section II, and mainly on the ability to design the relevant links based on the materials given.
Chapter VI. Pedagogical implementation
An analysis of the preparation of the examination with single-selection material accounted for about 25 points in the examination, 16 per cent.
Section I is prepared on a stand-alone basis, with a brief look and understanding;
(a) Section II: the teaching process: one single subject has been singled out, so that it is available on a single subject and can be understood;
In section III, teaching principles: material analysis, teaching methods, individual subjects, teaching principles that distinguish between the concepts, are examined on the basis of the material.
(a) Section IV on the organization of teaching: preparation for a single examination, with key information on each form of teaching organization, and examination of individual teaching, class-based teaching systems and double teaching;
Section V: Material analysis preparation and regular examination of what teachers should do when non-predicative problems arise, so here you have to do a material analysis.
Section VI: Single-choice preparation of his theory;
Section VII: Since only one single subject has been taken in the calendar year, it is available on a single subject, with a focus on learning strategies, with a distinction between each one.
Chapter 7. Teaching evaluation.
Only section I is considered in the calendar year and is a single subject.
(a) Section I: Single-choice preparation, with an understanding of the type of teaching evaluation;
Section II: No examination in previous years, so just take a quick look.
Third subject: knowledge and teaching skills
” Knowledge and teaching skills in the subject ” , only teachers at the junior high and secondary levels are required to take a test and focus on study expertise.
Content module for the examination of academic knowledge and teaching skills
The subject of “Scientific Knowledge and Teaching Capacity” is of a fixed type, but the distribution of the subject matter and the individual sub-values vary slightly from year to year, in the examination of the subject.
(Systems of subject knowledge and teaching skills)
In this regard, by definition, the level of knowledge and use of expertise in study subjects is examined. In more detail, it depends on whether you really know the subject you’re going to teach, and whether you can make your students understand.
Given the fact that people generally choose to study in their own profession, the basics of the subject matter are for many people a piece of cake. The difficulties are therefore in the design of teaching, its implementation and its evaluation, of which the design of teaching is a top priority.
You can search online for outstanding or award-winning educational programmes, and learn their merits, preferably by completing a few independently prior to the examination in order to be able to count.
It is recommended that, in the course of the re-study, you must find the real problem and draw the HF test points of the calendar year and prepare them in a targeted manner in order to improve the effectiveness of the re-study.
Secondary II Education Knowledge and Capabilities
Education Knowledge and Capabilities, a common response of candidates is the most difficult subject, the big boss in the teacher qualification examination. It requires not only memory but also understanding and application. Examinations are also flexible and involve all aspects of pedagogy and even psychology.
(Content module for the examination of educational knowledge and competencies)
(Temporary distribution of educational knowledge and competencies)
The Education Knowledge and Competency Examination is the hard bone of the Teacher Qualification Examination, and it is recommended that you focus on the review and allocate more time.
However, this subject involves so many modules, so many questions, and so many mustaches. The basics of education and the basics and psychology are the most difficult points of the past years, with a high percentage of points and a more theoretical knowledge, which requires a 12-point spirit to be applied.
The four points of knowledge, the methods and principles of education, the methods and principles of ethics, are sure to be taken, noted and tested, so it is important to remember and understand.
In addition, it is strongly recommended that, in retrospect, the knowledge points be combed using the method of mind maps, which are the best little helpers in learning this abstract. It facilitates both understanding and access to examinations.
IV. CONTEXT OF THE APPOINTMENTS
1. Interviews
Interviews are conducted through the preparation of lessons (or activity design), trial presentations (or demonstration), defence (or presentation) and so forth, based on the Ministry of Education issued Standards for the Qualification of Teachers in Primary and Secondary Schools and Kindergartens (Preliminary) and the Examination Outline (Preliminary) (Preliminary interview component).
The basic teaching skills, such as the basics of teaching and the design, implementation and evaluation of teaching and learning, such as ethics, mental qualities, instrumentation, speech, and the quality of thinking, are examined.
Interviews
Qualification interviews for kindergarten teachers are not subject-specific.
Qualification interview for primary school teachers: Language, Mathematics, English, Social, Science, Sports, Music Fine Arts, Mental Health Education, Information Technology, Primary General Studies.
Qualification interview courses for junior secondary school teachers: languages, mathematics, English, ideological virtues (political), history, geography, physics, chemistry, biology, music, sports and health, fine arts, information technology, history and society, science, mental health education, Japanese, Russian.
4. Qualification interview courses for high school teachers: languages, mathematics, English, ideological virtues (political), history, geography, physics, chemistry, biology, music, sports and health, fine arts, information technology, general technology, mental health education, Japanese and Russian.
5. Secondary vocational school culture teacher qualification interview subject with upper secondary school. Qualifications for teachers in specialized courses in secondary vocational schools are submitted for the corresponding interview subject on the basis of the specialities studied, which are to be applied for in accordance with the specialties studied.
3. Interview process
Interviews are structured, situational simulations, conducted through the preparation of lectures, lectures, defence, etc., using a unified interview evaluation system developed by the Ministry of Education Examination Centre.
Case number: YX11XXgdpxb
I don’t know.
Keep your eyes on the road.
