The junior high school music teacher qualification examination is of medium difficulty. Through the observation of examination questions over the years, it can be found that the objective questions have undergone major changes in the angle and pattern of question setting, and the difficulty has gradually increased. Memorizing by rote is no longer enough to cope with the current teaching qualification exams. Knowing how to learn and apply in real time is the last word. Especially the subjective questions in the test paper, if you don't prepare for a long time, you are likely to lose points in the written test.

The content of the Junior High School "Music" test for the Teacher Qualification Certificate Examination is:

(1) Subject knowledge and skills

Basic music theory and sight-singing of junior high school music teaching Basic music knowledge and theories such as ear training, basic harmony, musical form and work analysis.

Music appreciation, music performance ability (singing, playing, self-playing and singing), conducting ability (chorus or band) and creative arrangement ability (song creation or arrangement).

Be familiar with the development of Chinese and foreign music history and the main works of representatives of different periods and genres, and understand the different characteristics of Chinese and foreign multi-ethnic music cultures.

Basic knowledge of music aesthetics, paying attention to the latest information and trends in music disciplines that are developing in step with the times.

(2) Teaching design

1. Be familiar with junior high school music courses, master the content and requirements stipulated in the "Compulsory Education Music Curriculum Standards (2011 Edition)", and understand the world-famous music education system.

2. Based on the basic concept of music curriculum, according to the physical and mental development and learning needs of junior high school students, use subject knowledge to grasp key and difficult points, make full use of curriculum resources, and design music teaching.

3. Design classroom music teaching goals based on music teaching content and student status, which can focus on student subjects, highlight subject characteristics, and reflect multi-dimensional goals.

(3) Teaching Implementation

1. Be able to use teaching methods in a targeted manner based on the actual situation of students and teaching content.

2. Make use of one’s own musical expertise , create a good music teaching situation and teaching atmosphere, stimulate students' interest in music learning, and improve learning enthusiasm and initiative.

3. Emphasize emotional experience, pay attention to cooperative inquiry, and strengthen comprehensive practice.

(4) Teaching evaluation

1. Adhere to the principles of developmental and independent evaluation , to promote the development of students’ musical abilities through evaluation.

2. Be able to evaluate the process and results of students' music learning, and integrate the three-dimensional goals of emotional attitude, knowledge and skills throughout the evaluation.

3. Master multiple evaluation methods and means such as self-evaluation, other evaluation, and peer evaluation.

4. Conduct self-evaluation and reflection on music teaching, and promptly propose plans and measures to improve music teaching in response to problems.