Question 2: How to learn junior high school mathematics knowledge and teaching ability 1. Examination objectives
1. Mastery and application of mathematical knowledge. Master basic college mathematics courses and middle school mathematics knowledge. Have the ability to use this knowledge comprehensively and effectively in junior high school mathematics teaching practice.
2. The mastery and application of junior high school mathematics curriculum knowledge. Understand the nature, basic ideas and objectives of junior high school mathematics curriculum, and be familiar with the teaching contents and requirements stipulated in the Mathematics Curriculum Standard for Full-time Compulsory Education (Experiment) (hereinafter referred to as the Curriculum Standard).
3. Mastery and application of mathematics teaching knowledge. Understand relevant mathematics teaching knowledge, and have the ability of teaching design, teaching implementation and teaching evaluation.
Second, the examination content module and requirements
The content of junior high school mathematics teachers' teaching knowledge and ability test mainly includes mathematics subject knowledge, mathematics curriculum knowledge, mathematics teaching knowledge and mathematics teaching skills.
The specific examination contents and requirements are as follows:
1. Mathematical knowledge
The subject knowledge of mathematics includes the basic courses for college mathematics majors, the compulsory contents and some elective contents in senior high school mathematics courses, and the content knowledge in junior high school mathematics courses.
The basic course knowledge of college mathematics specialty refers to the contents closely related to middle school mathematics in college mathematics courses such as mathematical analysis, advanced algebra, analytic geometry, probability theory and mathematical statistics.
Its content requirements are: accurately grasp the basic concepts, skillfully calculate, and be able to use this knowledge to solve the problems of middle school mathematics.
Question 3: What are the qualification certificates and professional knowledge of junior high school math teachers? Do you mean to take the teacher qualification exam? No matter which subject you apply for, you will take the exam in pedagogy, psychology and Putonghua.
If you say that you have a math teacher's qualification certificate, and then you want to test teachers, professional knowledge is math knowledge, math textbooks and teaching methods.
Question 4: How to review the subject knowledge and teaching ability of teacher qualification certificate (senior high school mathematics)? Primary and secondary school teachers' qualification certificate Mathematics is to test the mathematics knowledge of senior high school. The teaching ability of high school teachers' qualification certificate should be the knowledge of the corresponding subjects in the university, so review the advanced mathematics in the university and take a look at high school mathematics. After all, the exam is relatively basic, and you can choose to sign up for a teaching institution. There are special training courses, and the tuition is not expensive for several hundred yuan. Finally, I wish you good luck in the exam.
Question 5: What is the basic knowledge of mathematics? As we all know, concept is one of the basic forms of thinking and the basis of judging and reasoning everything. Mathematical concept is the foundation of mathematical knowledge and the core of teaching basic knowledge and skills. A correct understanding of mathematical concepts is the premise of mastering mathematical knowledge. Therefore, the teaching of mathematical concepts is an important aspect of mathematics teaching. However, the abstraction of mathematical concepts makes the teaching of mathematical concepts relatively difficult. The concept has its inevitability. It is necessary to grasp the background of the emergence of concepts, let students understand the reasons for the emergence, development and evolution of mathematical concepts and the internal relations between mathematical concepts hidden in these reasons, and reflect the role of mathematical concepts in the overall coherence of mathematical thinking. Therefore, when teaching new concepts, teachers can analyze the background of concepts, find interesting and vivid entry points suitable for students' understanding, make it easier for students to understand new concepts and discover new knowledge, and give students more opportunities to participate in the discovery and establishment of new concepts and join this creative activity. Feel the beauty of harmony, coherence, rigor and usefulness in mathematics. Let's talk about several methods used in concept teaching. 1. From the background of the concept, the concept of logarithm is a very abstract concept that students encounter in mathematics learning. The direct teaching method will make it difficult for students to understand. In fact, if we analyze the background of logarithm, we can find that it is after the development of mathematical operation to a certain stage. New surgery is inevitable. When addition develops to a certain extent, subtraction must be introduced. When power develops to a certain stage, there must be a square root. Logarithm is also inevitable for the calculation demand in production and life. If the background and operation methods of these concepts are listed in a table, new concepts will naturally form in the process of comparison. Make students easy to accept and understand. Teachers can set up such a teaching lead-in process: first ask two questions: 1 and 1 cells divide into two cells at a time. 1 How many times does it take for a cell to divide into 128? 2. A person's original annual salary is 10,000. Suppose his salary increases by 65,438+00% every year, how many years later will his annual salary double? In these two examples, the operation used is to solve the exponential equation: 1, 0, 2,. But the answer to the first question is a special value, and no new operation is needed. The answer to the second question is not a special value. In the existing operation, it is impossible to work out the answer. How to solve this problem? Then, the teacher put forward several reciprocal operations for comparison, such as: 3+x= 10 x= 10-3, 5=8 x=,. In the following teaching, we can naturally turn exponent into logarithm x=, introduce a new concept of operation, and point out that the relationship between exponent and logarithm (. The names and positions of A, B and N are different, but they represent the same number, the same meaning and the same scope. As long as you keep in mind how and where the letters A, B and N in exponential and logarithmic expressions are interchanged, you can freely interchange exponential and logarithmic expressions. In this process, the relationship between exponential logarithm and addition, multiplication, division and square root of power is similar. In order to facilitate students' understanding. Second, starting from the life background of the concept, create a learning situation. Many mathematical concepts are the products of people's highly abstract generalization of things in long-term real life. They are based on concrete materials and have vivid prototypes. Teachers should be good at combining with the reality of life, create good learning situations through various ways, stimulate students' interest in learning, and make students feel that these abstract mathematical concepts are around. The concept of geometric series comes directly from the concept of life. In the teaching process, there are all kinds of examples in real life, such as common cell division problems, store discounts, the weight of radioactive materials, bank interest rates, and choosing the right repayment method for your home. In the process of explaining and consolidating concepts, examples can be easily inserted. In order to give full play to students' enthusiasm, I also designed an interesting problem situation to introduce the concept of geometric series: Achilles (a hero who is good at running in Greek mythology) races with the tortoise, and the tortoise leads 1 mile, and Achilles' speed is 10 times that of the tortoise. When ... >>
Question 6: Is the subject knowledge and teaching ability of the national unified examination of mathematics divided into junior high school and senior high school? But what is the difference in the exam? 10 is very different from high school. The subject knowledge and teaching ability of junior high school are aimed at junior high school mathematics teaching, and senior high school is aimed at senior high school subjects.
For a more detailed distinction, please visit the primary and secondary school teacher qualification examination network sponsored by the examination center of the Ministry of Education.
Question 7: What is the subject knowledge of junior high school mathematics in the teacher qualification certificate? Subject knowledge 4 1% short answer to multiple-choice questions.
Course knowledge 18% single-choice short answer essay questions
Teaching knowledge 8% single choice short answer questions
Teaching Skills 33% Case Analysis Problem Teaching Design Problem
The subject knowledge of junior high school mathematics includes the basic courses of college mathematics, the compulsory contents and some elective contents of senior high school mathematics and the content knowledge of junior high school mathematics.
Specific content
1, mathematical analysis, advanced algebra, analytic geometry, probability theory and mathematical statistics are closely related to middle school mathematics.
2. Compulsory contents of senior high school mathematics, elective courses 1 and 2 series, elective courses 3- 1 (selected lectures on the history of mathematics), 4- 1 (selected lectures on geometric proof), 4-2 (matrix and transformation), 4-4 (coordinate system and parameter equation) and 4-
Question 8: What do you mean by the basic knowledge of disciplines and majors? That is to say, what you studied during your undergraduate course is the professional knowledge of Chinese Department or Mathematics Department.