Open recruitment examination for new teachers in primary and secondary schools in Fujian Province
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First, the nature of the examination.
The open recruitment examination for new teachers in primary and secondary schools in Fujian Province is a unified selection examination for candidates who meet the recruitment requirements. The examination results will be used as the basis for the open recruitment interview of new teachers in primary and secondary schools in Fujian Province. The recruitment examination should comprehensively assess the candidates from the aspects of teachers' professional quality and teaching ability, and select the best candidates. The recruitment examination should have high reliability, validity, necessary discrimination and appropriate difficulty.
Second, the examination objectives and requirements
This paper focuses on the examination of candidates' mathematical professional knowledge and teaching skills, and requires candidates to systematically understand and master primary school mathematical professional knowledge, teaching skills and teaching theory. While examining mathematical professional knowledge, we should pay attention to examining professional ability and highlight the ability to use mathematical professional knowledge flexibly to solve practical problems.
1. The requirements of mathematical professional knowledge are divided into three levels: understanding, understanding and mastering.
⑴ Understanding: It is required to have a preliminary perceptual understanding of the meaning and background of the listed knowledge, know what this knowledge content is, and identify it in related issues.
⑵ Understanding: It is required to have a deep understanding of the listed knowledge, be able to explain, give examples, deform and infer, and use knowledge to solve related problems.
⑶ Mastery: It requires the system to master the internal relations of knowledge, and be able to use the listed knowledge to analyze and solve more complex or comprehensive problems.
2. Professional abilities include thinking ability, computing ability, spatial imagination ability, practical ability and innovation ability.
(1) Thinking ability: the ability to observe, compare, analyze, synthesize, abstract and summarize problems or data; Able to use analogy, induction and deduction for reasoning; Can be expressed logically and accurately.
⑵ Operation ability: can perform correct operation, deformation and data processing according to laws and formulas; According to the conditions and objectives of the problem, find and design a reasonable and simple operation mode; Can estimate and approximate data as needed.
⑶ Space imagination: We can make correct graphics according to conditions and imagine intuitive images according to the graphics; Can correctly analyze graphic elements and their relationships; Can decompose, combine and transform graphics; Can use graphics and charts to reveal the essence of the problem vividly.
⑷ Practical ability: the ability to solve problems by comprehensively applying the learned mathematical knowledge, ideas and methods, including solving simple mathematical problems in related disciplines, production and life; Be able to understand the materials stated in the question, summarize, sort out and classify the information provided, abstract the actual problem into a mathematical problem and establish a mathematical model; Be able to use relevant mathematical methods to solve problems and verify them; Be able to express and explain correctly in mathematical language.
5. Innovative ability: being able to choose effective teaching methods and means and analyze teaching information and teaching situation; Being able to comprehensively apply the learned mathematics knowledge, ideas and methods, make independent thinking, exploration and research, put forward new problems in primary school mathematics teaching, find ways, methods and means to solve problems, and creatively solve teaching problems.
3. Teaching skill requirements.
Candidates are required to use these knowledge theories to analyze teaching materials, formulate reasonable education and teaching plans, make rational use of teaching resources, scientifically compile teaching plans, flexibly use heuristic, inquiry, discussion and participatory teaching methods, infiltrate modern educational technology into teaching and evaluate teaching cases.