Junior high school math teacher qualification certificate is good, and the exam subjects are good.
Junior high school math teacher qualification examination is not easy. At present, since the reform of teacher qualification examination, the subjects of junior high school mathematics teacher qualification examination have also changed accordingly, and the education department no longer specifies the preparation materials. Candidates can only prepare for the exam according to the contents of the exam syllabus issued by the education department, which greatly increases the difficulty of the exam and greatly reduces the pass rate.
subject of examination
Junior high school mathematics teacher qualification requirements: bachelor degree or above, divided into written test and interview.
The contents of written test include: comprehensive quality, educational knowledge and ability, subject knowledge and teaching ability. Before obtaining the teacher's qualification certificate, the level of Putonghua should reach the second-class and above standard of "Standard of Putonghua Level Test" issued by the State Language Committee.
Interview: The subjects must be the same as the written test, and the methods such as structured interview and scenario simulation are adopted to prepare lessons, lecture and reply.
Further reading: how to prepare lessons for junior high school mathematics teaching interview 1. Problem situation
Before each topic, we will take the phenomenon of students themselves and their surroundings as the starting point of knowledge learning, highlighting the connection between mathematics and the real world and other disciplines. It is the students who feel the practical significance and application value of mathematics.
2. Diversification of forms
According to students' knowledge background and activity experience, teaching materials provide students with a lot of opportunities to operate, think and communicate. In terms of formal arrangement, there are mainly modules such as "do it", "think about it", "discuss it" and "read it", which are of great reference value for teachers to arrange teaching activities and student activities in the teaching process.
3. Meet diverse learning needs
Textbooks not only ensure the basic learning requirements, but also provide effective ways for more students with mathematics learning needs. When setting questions, they are often presented in the form of open questions or question strings, so that every student can participate and different students can get different development. For example, after-school exercises have four levels: knowledge and skills, mathematical thinking, problem solving and extended application. Fourth, the method of compiling teaching materials is familiar with and learns the mathematics curriculum standards, and deeply understands the writing intention and purpose requirements of teaching materials. Take a look at the textbook, grasp the textbook as a whole, make clear the position and role of each chapter in the whole textbook, and make clear the relationship between them. Understand the background, occurrence and development process of relevant mathematical knowledge, and its connection with other knowledge or other disciplines, production practice and daily life.