question 2: the function of junior high school mathematics elective content is too abstract. whether it is compulsory or elective, its function is similar. . . If you want to do some scientific research work in the future, how much you learn is not enough. If you do some ordinary work, it will be enough to add, subtract, multiply and divide in most cases. Is that why you don't learn anything? Frankly speaking, even a lot of knowledge of college specialized courses can't be applied in the future work, what's more, what you ask is only the knowledge of junior high school basic subjects. Learning is to let yourself know more, and it can be regarded as adding a layer of protection in the face of sudden challenges in future life.
question 3: the post-study feeling of the elective course "Mathematical Games" in the first grade of junior high school. Just find out these stories and knead them together, and make them up at will
Question 4: Junior high school mathematics for teacher qualification examination, What kind of subject knowledge are they all tested? 41% of subject knowledge, short answer questions for multiple-choice questions
course knowledge, 18% of short answer questions for multiple-choice questions
teaching knowledge, 8% of short answer questions for multiple-choice questions
teaching skills, 33% of case analysis questions, teaching design questions
Junior high school mathematics subject knowledge includes basic courses for college mathematics majors, compulsory contents and some elective contents in senior high school mathematics courses, and content knowledge in junior high school mathematics courses.
Specific contents
1. Mathematical analysis, advanced algebra, analytic geometry, probability theory and mathematical statistics are closely related to middle school mathematics.
2. Compulsory contents in senior high school mathematics courses, contents of series 1 and 2 in elective courses, and 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), 4-5 (Selected lectures on inequality) and all mathematics in junior high school courses.
Question 5: Where can I buy an examination outline for teachers' unified examination of subject professional knowledge inside and outside the junior middle school mathematics curriculum?
Mathematics subject knowledge and teaching ability (junior middle school)
1. Examination objectives
1. Mastery and application of subject knowledge. Master the knowledge of basic courses of mathematics in college and mathematics in middle school. Have the ability to comprehensively and effectively use this knowledge in junior high school mathematics teaching practice.
2. 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 Compulsory Education (211 Edition) (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.
ii. modules and requirements of examination contents
subject knowledge
the subject knowledge of mathematics includes the basic courses for mathematics majors in colleges, the compulsory contents and some optional contents in high school mathematics courses, and the content knowledge in junior high school mathematics courses.
The knowledge of basic courses for college mathematics majors 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.
The content requirements are: accurately grasp the basic concepts, skillfully perform calculations, and be able to use this knowledge to solve mathematics problems in middle schools.
The compulsory contents and some optional contents in senior high school mathematics curriculum and junior high school mathematics curriculum knowledge refer to the compulsory contents in senior high school mathematics curriculum, the contents of series 1 and 2 in elective courses, and elective courses 3-1 (selected lectures on mathematical history), 4-1 (selected lectures on geometric proof), 4-2 (matrix and transformation), 4-4 (coordinate system and parameter equation) and 4-5 (elective courses).
Its content requirements are: understanding important concepts in middle school mathematics, mastering important formulas, theorems, rules and other knowledge in middle school mathematics, mastering common mathematical thinking methods in middle school, and having basic abilities such as spatial imagination, abstract generalization, reasoning and argumentation, operational solution, data processing and comprehensive application ability.
2. Curriculum knowledge
Understand the nature, basic ideas and objectives of junior high school mathematics curriculum.
be familiar with the knowledge system of teaching content stipulated in the Curriculum Standard, and master the requirements of the Curriculum Standard for teaching content.
I can use Curriculum Standard to guide my own mathematics teaching practice.
3. Teaching knowledge
Master the common mathematics teaching methods such as lecture, discussion, self-study counseling and discovery.
master the basic contents of mathematics teaching knowledge such as concept teaching and proposition teaching.
Understand the teaching process including lesson preparation, classroom teaching, homework correction and examination, mathematics extracurricular activities, mathematics teaching evaluation and other basic links.
master cooperative learning, inquiry learning, autonomous learning and other middle school mathematics learning methods.
master the basic knowledge and methods of mathematics teaching evaluation.
4. Teaching skills
(1) Teaching design
According to students' existing knowledge level and mathematics learning experience, we can accurately grasp the relationship between what we teach and what students have learned.
According to the requirements of Curriculum Standard and students' cognitive characteristics, the teaching objectives, teaching emphases and difficulties can be determined.
It can correctly grasp the content of mathematics teaching, reveal the development process and essence of mathematical concepts, rules and conclusions, infiltrate mathematical thinking methods, and embody the consciousness of application and innovation.
Be able to choose appropriate teaching methods and means, reasonably arrange the teaching process and content, and complete the teaching plan design of the selected teaching content within the specified time.
(2) Teaching implementation
can create a reasonable mathematics teaching situation, stimulate students' interest in mathematics learning, and guide students to explore, guess and cooperate.
According to the characteristics of mathematics subject and students' cognitive characteristics, we can properly use teaching methods and means to effectively carry out mathematics classroom teaching.
We can correctly handle various problems in mathematics teaching in combination with specific mathematics teaching situations.
(3) Teaching evaluation
Different ways and methods can be used to properly evaluate students' knowledge and skills, mathematical thinking, problem solving and emotional attitude.
can evaluate the process of teachers' mathematics teaching.
Teaching evaluation can improve teaching and promote students' development.
question 6: 11 what are the elective courses in middle school? I'm in Grade Two, and our elective courses are different in each grade ~ ~ ~ It's very interesting. This is our elective course
Catalogue of elective courses in the second semester of the 21-211 school year in Beijing No.11 Middle School
(The first stage was completed on February 21, 211 at 2: : ~ February 23, 211 at 8: ). The second phase of reporting time: February 23, 211 at 2: : ~ February 25, 211 at 8: : )
Course code Course name Number of applicants for the grade plan offered by teachers
31 Interesting Physics Generation Guihua, He Weimin, Zhai Xiaozhou's second grade 5 5
32 China's world heritage Jin Ziqiao's second grade 4 4
33 A brief talk on Chinese and foreign military affairs Gong Jiaoyang's second grade 3 34 English basic synchronous remedial class (continuation of last semester) Liu Jianxin, Yu Chunshuang, Wu Hongmei's second grade 8 17
35 English audio-visual speaking Ji Zhijie, Zhang Li junior high school 5 5
36 math competition class math group teacher junior high school 5 32
37 math interest class math group teacher junior high school 5 25
38 math synchronization class math group teacher junior high school 4 19
39 Chinese painting, Calligraphy Chen Mo Grade Two 5 5
31 Cooking Xia Tao Grade Two 2 2
311 Pasta Liu Jirong Grade Two 3 312 Reading and Writing Wang Jinyu, Wang Limin, Chen Shucheng Grade Two 5 5
313 Chinese Double Basic Training Jason, Zhao Caixia Grade 2 5 1
314 Foreign Teachers English Grade 2 4 4
337 Xiao Bailing Song Club Zheng Yanli, He Shengnan, You Wenmei, Wang Yang Grade 1 Grade 2 4 23
Please choose a course. Note: Course selection at this stage is first come, first served.
question 7: which optional courses are more suitable for senior high school mathematics (except series 4-4 and 4-5 and optional course 2). First of all, the first question about choosing the exam is the so-called plane geometry, which I don't recommend. Although the knowledge-based framework originated from junior high school, our senior high school mainly studied analytic geometry, but didn't discuss plane geometry in depth. Most schools didn't offer this course either, so we need to have a good feeling of plane geometry, not to mention the forgetfulness of knowledge. So if you don't choose, don't choose.
Regarding the second path, polar coordinates and parametric equations, I personally recommend this one. First of all, the knowledge is simple, and second, this book takes on the knowledge of analytic geometry, which is compulsory in senior high school and optional in 2-3. Looking at the real college entrance examination questions in recent years, this question has a high score rate and generally consumes the least time to solve the problem < P > As for the third question, inequality, this book has a great degree of continuation and expansion on the basis of compulsory courses in high school, and it is better to avoid it. Of course, if this course is offered in your school, you can also choose to do it.
To sum up, the order of choice is 4-4 > 4-5 > 4-1
Question 8: How many books should I learn as an elective course in high school mathematics! Which ones are more important? We learned a book last year, because there are three elective questions in the first one, the first one was learned in junior high school, so we don't need to study, and the second one is about parameter equation. < P > This question generally scores well in the college entrance examination. You can read more about this book.
Question 9: What knowledge do you need for junior high school mathematics in senior high school? Specifically, five textbooks in People's Education Edition are required, and two elective courses are different. "I have two books in liberal arts, but I don't know how many books in science" is also required in the scope of the college entrance examination. Concept of sum function 2. Basic elementary function 3. Application of function "The main thing is to learn these contents well, and they will definitely be used in places that seem to be useless in the future because they are already familiar with it at that time." Compulsory course 2 1. Space geometry 2. Position relationship between points, lines and planes 3. Lines and equations 4. Circle and equations "are the so-called solid geometry and plane geometry" Compulsory course 3 1. Preliminary algorithm 2. Statistics 3. In general, these contents are less involved in the college entrance examination. Compulsory course 4 1. Trigonometric function 2. Plane vector 3. Trigonometric identity transformation "The key points should be fully mastered" Compulsory course 5 1. Solving triangles 2. Sequence 3. Inequality "The same compulsory course 4. Hee hee" Elective course of liberal arts 1 1. Common logical terms 2. Cone curve and equation "Key points" 3. Derivative and its application Elective course 2 1. Statistical case 2. Reasoning and proof. 3. The expansion of the number system and the introduction of complex numbers. 4. Block diagram The elective course of science is almost deeper than that of liberal arts, and there are space vectors and some things. Mathematics in high school is more modular. Learning each module well is the key to victory, just like building bricks in a house. Of course, you should also lay a good foundation and write it down just after the college entrance examination. I hope it will help you. I wish you all the best in your high school study. by going up one flight of stairs En will refuel. I'm tired and have something to add to QQ. It's really over this time ~ ~
Question 1: Does advanced mathematics need junior high school mathematics knowledge? Junior high school teacher qualification examination Mathematics subject knowledge: basic course knowledge of college mathematics major: mathematical analysis, advanced algebra, analytic geometry, probability theory and mathematical statistics, etc., which are closely related to middle school mathematics. Compulsory contents and partial elective contents in senior high school mathematics curriculum and knowledge of junior high school mathematics curriculum: compulsory contents in senior high school mathematics curriculum, contents of series 1 and 2 in elective courses, and elective courses 3-1 (selected lectures on mathematical history), 4-1 (selected lectures on geometric proof), 4-2 (matrix and transformation), 4-4 (coordinate system and parameter equation) and 4-5 (selected lectures on inequality)