How to talk about math in the end? What is the scope of the Senior Secondary Mathematics Interview E

We have to prepare the lecture script in advance, in duplicate. One should be handed in on the spot, and one should be kept for yourself. You can read the script.

Generally, you have prepared a trial lecture script, just read it along, and make it smooth. Of course, you can take it off the manuscript, but it doesn't seem necessary. The board books depend on your preference, you don't need to write, in fact, there is no need to write, it's only 12 minutes, don't write too much if you want to write.

According to the experience of the examination of Shangyuan qualification, it is better to control the time of the trial lecture to 10 minutes. Because more than 12 minutes will be deducted points. The trial lecture accounts for 10% of the score, and the trial lecture accounts for 40% of the score.

Problems account for 50%. Generally speaking, after such a process, the problem is solved, and it can be passed. The questions they ask are related to the process of your trial presentation.

Generally 2-3 questions.

1. Course theory.

1. What is the method of proving that a straight line is parallel to a plane, other than the decision theorem you said, and how to prove it?

2. Write a program to determine whether a number is odd or even.

3. Can all functions be represented in three notations? Why.

4. Not all functions can be represented by three notations, please give a few counterexamples.

2. Teaching methods.

1. When you talk about how not all functions can be represented in three notations, what methods do you use to explain to students? How to explain?

2. What is your teaching idea?

3. What is the teaching concept and framework?

3. Boring chat.

1. How many years have you been teaching? Are you teaching?

2. Are you a recent graduate? Have you ever taught before?

It depends on who you are going to teach, what grade you are in, what grade you are, elementary school, middle school, and university, so you need to know your work in advance and then have a purpose.

Know the students you want to teach, choose the content according to the textbooks selected by the school after the grade, and the content should be classic and easy to understand, because the teacher who listens to your class is not necessarily a mathematics major, so it is best not to try to teach too advanced content, if a foreign professional teacher understands your content, it will appear that you have a level of teaching. At the same time, it is best to choose those knowledge points with more material to explain.

Depending on the requirements of the school, if it is a whole section of the trial lecture, you should choose the content of a section of the trial lecture, and if it is an actual trial lecture for a class with students, you should also prepare at least one section of internal integration. If you are just giving a trial lecture to the interviewer and the time requirement is less, then choose the classic knowledge points.

Take a look at the best courses of other similar teachers on the Internet, absorb the advantages of others, lecturing is an art, and you can't learn it well. If possible, it is best to find a few children in the same grade to try it out to find their own shortcomings.

The scope of the interview for the high school mathematics teacher qualification examination covers all the contents of each grade of high school.

High school mathematics trial lectures, generally not let you solve problems, but let you talk about a piece of content in the current high school textbook, this is the so-called "content random selection", generally after you draw the content, will give you a copy of a high school textbook related to a few pages, and then you will write a lesson plan within the specified time according to this content, and then try to teach this content in order.

High School Teaching Qualifications Interview Notes

Candidates will be guided to the designated interview room by the staff. The examiner randomly selects 2 prescribed questions from the question bank and asks the candidates for about 5 minutes.

Candidates will give a trial lecture according to the prepared lesson plan, which lasts for 10 minutes. The examiner asks questions about the content of the candidate's trial lecture, and the candidate defends for about 5 minutes. The examiner will comprehensively score the candidate's interview performance according to the scoring criteria, fill in the "Interview Scoring Form", sign and confirm by the examiner, and submit the score through the interview evaluation software system.

The scope of the junior high school mathematics teacher qualification certificate interview test is from the junior high school textbooks of the subject tested, and most of them are texts or knowledge points in compulsory courses. There are also some topics that come from elective courses, so the textbooks for elective courses also need to be read.

The interview for the junior high school mathematics teacher qualification certificate mainly examines the candidates' basic literacy such as professional cognition, psychological quality, appearance, verbal expression, and thinking quality, as well as basic teaching skills such as teaching design, teaching implementation, and teaching evaluation. The main test is related to mathematics subjects.

Junior High School Mathematics Teacher Qualification Certificate Interview Exam Lecture Common Questions:

1. Application of weighted averages.

2. Rotation of the figure.

3. Use coordinates to represent symmetry points.

4. Application of arithmetic square roots.

5. Calculations related to circles.

6. The nature of the square root is that the cubic root number negative a is equal to the negative cubic root number a.

First Math Lesson Opening Remarks:

Students, the new year has begun, and I will have the honor to spend a new semester with my classmates. I already know that there are 42 students in our class, and I am very happy about that.

Why? Because I'm going to have 42 new friends. Friend, means friendship, means understanding, means tolerance, etc.

In this regard, I would like to make a few points:

I sincerely hope to become a true bosom friend with my classmates, and I hope to be the first person you think of if you have any problems in life, study, and work in the future. I hope to grow together, make progress and improve together with my classmates.

I hope that our teachers and students can understand each other. In the future, there will inevitably be some stumbling in each other's life, people often say that life is as thick as floating leaves, and we teachers and students will inevitably have some disputes and contradictions, I hope that students can understand the teacher. Here I say:

There is no distinction between good and bad students in front of me, and students are treated equally in front of me. My classmates and I have no grievances, and my intentions are all for the sake of students and your progress. I hope you know this.

This point is the same as the second point, and I hope that my classmates and I can empathize. I always think from your point of view, and you always think from my point of view, and we can deal with many problems appropriately. When a teacher criticizes you, it is a sign of responsibility, otherwise, it is a serious incompetence to ignore it.

I don't deserve that kind of teacher.

Of course, I am an ordinary person. It is often said that no one is perfect without gold. So I may have a lot of problems in teaching in the future. I sincerely hope that my classmates will give me more valuable advice to improve my work level.

Mathematics is a course that students think about seriously. It is often said that the faster the knife is sharpened, the more the brain is used, the more agile it becomes.

I hope that students will use their brains more and learn to learn on their own in the future. Of course, if you can't figure it out with your brain, you can discuss it with your classmates, and of course, you can also discuss it with your teacher and me. But the premise of everything is:

You must have thought about it for yourself and thought about it seriously.

How should I talk about the math trial class? I think. The math trial class should be very thorough, and the wind should be clear. In this way, the lesson will be explained more clearly.

How should I talk about the math trial class? The math trial class should be a little more transparent than usual.

1. You need to learn a teaching content, including introducing topics, teaching in person, classroom exercises, class summaries, etc. Bring the necessary lesson plans;

2. Bring the necessary preparation materials, grasp the important and difficult points of teaching, and the content of the trial lecture will generally be taken out by the interviewer on the spot, which will give you time to prepare;

3. After the content of the lecture is determined, the prepared class is repeatedly trained to achieve ease and play freely;

First of all, be familiar with the past past questions, go to the Internet to find information to read and practice, and use the previous past questions to practice.

Second, prepare for the trial lecture universal template. Many candidates have blank heads and no ideas when they get the first part of the test questions. In order to avoid the situation that there is nothing to say or the logic is unclear, candidates can prepare the universal template for the teacher qualification certificate in advance.

Again, practice diligently and improve more. If you want to be calm on the podium, you still have to rely on a lot of practice off the stage, candidates can record the process of their own trial lecture, and then come to the brother hunger group from a third-party perspective to see what else needs to be improved.

Finally, adjust your mindset and take a deep breath. Take a deep breath and cheer yourself up before you play! Think of the examiners as the "students" of the time when you were trying to give a practice, and focus on the lesson you are going to take, without thinking about anything else.

The lesson plan template of "The Median Line of the Triangle" is for everyone's reference.

Teaching Objectives: 1. Understand and master the concept and properties of the triangle median, and use the properties of the triangle median line to solve related problems.

2. Experience the process of exploring the nature of the median line of the triangle, so that students can realize the learning process of hands-on practice, independent exploration, cooperation and communication.

3. Through the exploration and research of problems, cultivate students' ability to analyze and solve problems and the flexibility of thinking.

4. Cultivate students' scientific spirit of bold conjecture and reasonable argumentation. Teaching focus: Explore and apply the properties of the median line of the triangle.

Teaching difficulty: using transformational thinking to solve relevant problems. Teaching Method: Create a Situation - Establish a Mathematical Model - Apply - Expand and Improve the Teaching Process: Situation Creation: Measure the distance between two points.

Exploration Activity: Activity 1: Paper-cutting puzzles. Operation:

How to cut a triangular piece of paper into two parts so that the two parts can be put together into a parallelogram. Observation, conjecture: What is a quadrilateral BCFD?

Explore: How do you illustrate that a quadrilateral bcfd is a parallelogram?

Activity 2: Explore the nature of the median line of the triangle. Apply exercises and solve situational problems.

Teaching with examples. Operation-conjecture-validation.

Extension: Math Lab.

Summary: Assignment: P134 Exercise