Jiangxi primary school Chinese teacher recruitment examination is divided into two parts: multiple-choice and non-multiple-choice The multiple-choice questions are mainly 50 multiple-choice questions with a total of 50 points. Non-multiple choice questions include fill-in-the-blank questions, short answer questions, material appreciation questions, case analysis questions and instructional design questions, with a total score of 50 points. Among them, there are some subtle changes in the scope of investigation, emphasizing the understanding ability of primary school Chinese textbooks.

Part I: Multiple choice questions (50%)

Primary school Chinese curriculum view and teaching practice knowledge mainly examine the knowledge of primary school Chinese curriculum view and primary school Chinese teaching practice ability, including the primary school part of compulsory education Chinese curriculum standard (20 1 1 version) and its interpretation, as well as the understanding and analysis of unified primary school Chinese textbooks.

The examination content is divided into two parts: the basic knowledge of subject education and teaching and the knowledge of practical ability of subject education and teaching. Among them, the basic knowledge of subject education and teaching is divided into subject curriculum standards: subject basic knowledge, basic principles and skills; The development and utilization of subject curriculum resources are related to three modules.

The knowledge of teaching practice ability in discipline education is divided into four modules: discipline teaching material analysis ability, discipline teaching design ability, discipline teaching organization and implementation ability, and discipline teaching evaluation ability. Among them, there are corresponding changes in the two modules: the ability of subject teaching material analysis and the ability of organizing and implementing subject teaching.

The requirements for teaching material analysis's ability tend to be concrete: we should not only pay attention to the organization and construction of the overall information of the text, but also pay attention to the language expression characteristics of the text, which puts forward higher requirements for teachers' ability to analyze teaching materials.