After the national civil service examination in 2006, Sina. Joined hands with Beijing Tuhua to create a telephone connection with Mr. Wu Jingyu, an expert in administrative professional ability testing. Comment on the main points of answering questions in 2006 administrative examination.

Guest: Wu Jingyu, a researcher at Beijing Tuhua Civil Service Examination Research Center, and a young and middle-aged expert in China Civil Service Recruitment Examination. Over the years, she has devoted herself to the training and research of the civil service recruitment examination, and edited and participated in a number of civil service recruitment examination textbooks, which is one of the best-selling textbooks in China at present. He has been invited to give lectures for dozens of times all over the country, and has repeatedly hit the examination questions of civil servants in various places. He has been highly praised by the candidates, and has become one of the well-known and influential civil servant training experts in China, and is also one of the few experts in the country who have studied the administrative professional ability test and application. As a invited expert of CETV SD "China Examination" column, he gave a special lecture on civil service examination.

The following is an interview record:

Sina. Com: Good afternoon, Sina users. Today, I am very happy that we meet again in Sina guest chat room. After the national civil service examination on 26th, Sina. Com is the first website in China to comment on the topic of applying for exams. Today, as the first in China, we once again invited the civil service examination tutor from Tu Hua. Teacher Wu Jingyu, researcher of Tuhua Civil Servant Examination Center, made a telephone connection with us. She discussed with us the just-concluded national civil servant administrative professional ability examination. First of all, please ask Mr. Wu to say hello to the netizens who listened to this interview recording.

Wu Jingyu: Hello, everyone.

Sina. Com: First of all, please ask Mr. Wu to make a general introduction and comment on the test part of the national civil service administrative ability examination that just ended this year.

Wu Jingyu: From a macro point of view, the questions and types of the 2006 administrative professional ability examination that we just passed have not changed much compared with previous years, but only one has been added to the outline, a judgment question has been changed, and a related judgment question has been changed. The number of questions is still 135, and so on to increase the number of questions. From a macro point of view, compared with another exam, the difficulty should be increased. Especially in the past two years, the examination has become more difficult. From the interference, reading and score of its design, we can feel that its overall difficulty has increased, which is from the point of view of the number of questions and the number of questions.

Judging from the procedure of taking the exam, taking the exam is more stringent than the original requirements for the examination room. At the very least, the original exam requires that no name be written on the outline. This year, you need to write your name on the outline and draft paper. You can feel that the seriousness and formality of the exam have increased. There are also changes in the overall grasp of the examination process, the grasp of time and the grasp of the number of questions, which can be seen from the different settings of administrative law enforcement and comprehensive management, because some questions have increased, some have increased, some have reduced minor issues, and there are expansions, that is, the following specific analysis will give students corresponding on-demand programs.

From a macro point of view, we can draw three points from the real examination process in 2006, and have a summary on the type of questions, the amount of questions and the seriousness of the examination results.

Sina. Com: As for the three changes you just mentioned, can you discuss them with our classmates in more detail one by one? What specific changes have been made in the types and quantities of questions, especially in these two aspects?

Wu Jingyu: Let's start with several aspects and briefly introduce the status of our 2006 exam. Judging from the number of questions, it is 135, which is exactly the same as in previous years. Whether it is administrative law enforcement or comprehensive management, the consistency of an examination question has been maintained. However, we can see a potential setting tendency, that is, although its topic has not changed, the text reading volume of the topic has increased. No matter reading and understanding the text topic, logical reasoning topic, or even mathematical operation and common sense judgment, all the topics reflect many changes. In the past, the title was one line or half a line, but now it is two or three lines, or even more, especially in the reading comprehension part. The information content of questions has increased, so although the number of questions has not changed, it is equivalent to an increase in the difficulty of answering questions, which is what we call the trap of changing in silence, and the obstacles set are enhanced. At the very least, the ability and time to test you are in your hands.

From a local perspective, the classification and composition of each question type have changed. For example, five judgment readings have been added to the comprehensive management category. According to the original judgment, the reading volume is moderate, but the comprehensive quality required by comprehensive management is relatively strong. Because we are civil servants and can be clerks in the future, we may have more first-hand information to deal with and more original things to reflect, so this is set in the exam. The comprehensive management class has a lot of reading materials and information for you to deal with when judging reading. However, this place has been added. For example, the comprehensive management class has been judged. After reading it, the topic remains the same. That is, the digital reasoning part reduces the digital reasoning of five questions, so it highlights the comprehensive management category. The examination is characterized by paying more attention to comprehensive quality, which is stronger. Other parts have not changed much, but they are all changing silently. This is a change in the category of comprehensive management.

The topic of law enforcement is still 135, but five numerical reasoning and deductive reasoning are reduced, so administrative law enforcement is such a post and professional requirement, so in the reasoning part, logic and discrimination may be slightly weaker than that of comprehensive management, so the topic of 135 is reduced by five numerical reasoning and deductive reasoning. At the same time, where did this part of the topic move? Minus five is minus ten. Common sense judgment is added to this question. We know that the common sense judgment test in the civil service examination is more inclined to liberal arts, such as how strong a person's common sense quality is, and how strong his ability to accept and stimulate development is. Therefore, the assessment tendency has been increased to a certain extent. This is what we can feel in the static setting of the integrated management class. In this year's civil service examination, both types are comprehensive. Moreover, the civil servants we want to hire correspond to the positions, so the deviation of assessment ability is also highlighted and shown in the test paper. This is from the first angle, from the characteristics of question type, question quantity and static change. This is the first point.

Secondly, from the innovation of question types, the civil service examination is divided into five blocks, each of which has its own theme, such as reading comprehension, graphics and quantitative relations. But in fact, this model is a micro-innovation under the condition that the macro remains unchanged every year, that is, every point and every question has corresponding innovation.

The same is true this year, and the innovation in 2006 lies in its problem setting. Under each big topic, under each different topic, its assessment points are innovative. We can go and have a look. This year, in addition to the big situation, analogical reasoning has been added, that is, some questions in the outline have been directly replaced by analogical reasoning. This is a great topic innovation, because analogical reasoning has never been put into the civil service examination. Analogical reasoning is a great innovation in the whole civil service examination process.

But we still change small parts step by step, and we can see smaller refinement. In graphic reasoning, the types of questions have changed greatly, from the reasoning of graphic questions in previous years to the composition of several traditional questions. In general, the traditional question reasoning in previous years is mainly graphic analogy, graphic contrast and graphic folding, which are several types of traditional analogy reasoning. But this year it has evolved into two categories, one is main graph reasoning, and the other is graph disassembly. This is from the perspective of question type and question type innovation. In previous years, graphic reasoning was the traditional model of three major questions, and this year it increased a corresponding difficulty. Although the question type has not changed, the group diagram has more resources and more observation materials than the original graphic analogy, graphic contrast and graphic folding, so to some extent. Or draw some knowledge points carefully, analyze and observe more, then find out the potential laws in graphic reasoning, and then comprehensively judge what the correct answer is on this basis.

There is also the disassembly of graphics, which turned out to be three-dimensional graphics. The folding of graphics gives you a three-dimensional picture of a plane, allowing you to fold the three-dimensional picture of a plane into a three-dimensional picture and choose these answers. This year is the dismantling of graphics, which is more difficult than the original plane and three-dimensional imagination space. Graphic disassembly is not a graphic problem, it tests your three-dimensional sense, involving two or more, because it is a problem of disassembly and integration, and the difficulty is many times greater than before. Therefore, I feel that the difficulty of graphic innovation is going up, that is, increasing the test difficulty as much as possible and assessing the quality of candidates corresponding to graphic reasoning. It is these two points that are analyzed from the perspective of question innovation, that is, from the perspective of mistakes in new and traditional questions.

Third, we analyze it from the perspective of providing content tendency. Because every year's civil service examination has its own characteristics of content tendency, last year's administrative professional ability was divided into one or two, and the administrative ability may be biased towards science and engineering, and the specific items of administrative professional ability may be more logical and reasoning. Administrative professional ability 2 may be stronger in literature and history, with more emphasis on some word processing skills. The second tendency is different.

However, this year, the tendency of this topic is somewhat unified, and we no longer yearn for the kind of administrative ability, because this year's classification is comprehensive management and administrative law enforcement. But this year, after we divided the administrative management and comprehensive law enforcement into two categories, the tendentiousness of the topic is the same. This year's two types of topics have little span in arts and sciences or little difference in assessment points, which mainly reflects one direction, that is, the papers of both types of candidates are biased towards science and engineering. Especially in the part of common sense judgment, whether it is comprehensive management or administrative law enforcement, the comprehensive orientation, topic orientation and assessment knowledge characteristics of its 135 topic are biased towards science and engineering. Let's put it this way, judging from every question, such as data analysis questions, speech comprehension and expression blocks, and quantitative relations emphasize reasoning, many of them are biased towards science and engineering in common sense judgment. Its primary orientation, topic content and tendency characteristics are biased towards the dominant examination tendency of science and engineering.

We can look at the corresponding ones. For example, in the definition judgment, the topics of definition judgment in previous years were generally biased towards literature and history, such as legal knowledge and Chinese knowledge. But this year there have been some scientific and technological things like organ transplantation. In this case, to a certain extent, his data reserve or information source is biased towards science and engineering. In common sense judgment, common sense judgment is more professional because some of them are scientific judgment, scientific common sense and scientific common sense.

In this case, we can see that the topic is biased towards science and engineering, whether it is comprehensive management or administrative law enforcement. Of course, there is also a certain bias in the content tendency. Let me give you another simple example. Some laws account for 50% of the definition of comprehensive management, and the common sense judgment reaches 1 1. Although it reached 1 1, from the perspective of the outline, it fully reflected a feature of the outline at that time, that is, it emphasized the application and assessment of legal knowledge.

On the premise of being biased towards science and engineering as a whole, it is still based on the syllabus, according to our examination syllabus, or by approaching or completely meeting the requirements of our syllabus. At least, the legal knowledge assessment of common sense can be seen from this separate explanation in brackets. Have common sense of comprehensive management. Because it is content-oriented, we look at a special case and have an alternative topic. There is an international problem of civil servants, saying that the probability of this problem appearing in the administrative law enforcement category should be relatively small, but in the comprehensive management category, theoretically, this topic is not in our syllabus or in the previous topics. But this year's exam has such a problem, which makes me feel that the content tends to be an alternative setting, which is more special.

In the common sense judgment of administrative law enforcement, add a hot topic of current affairs. The big topic probably refers to what the four-nation alliance is in the process of competing for permanent seats. In this way, we can feel that the assessment point or content tendency required by administrative law enforcement is also reflected in the grasp of current politics, because the practitioners of administrative law enforcement require more awareness of current politics, and they are all dealing with social and practical problems with one hand.

Generally speaking, one of the characteristics of the topic tendency is the examination tendency of science and engineering. The next step is to find the characteristics, that is, there are some unexpected topics or alternative topics, and then the comprehensive management class and the administrative law enforcement class each have the characteristics of focusing on the examination. The comprehensive management exam is relatively large, with a wide range, the administrative law enforcement class requires strong practicality, and the ability to pay attention to social practice or social news comments is sensitive, which is conducive to future employment and related important positions in various corresponding positions. Judging from the topic tendency.

Let's take a look at the last analysis point, which is to make a corresponding analysis from the difficulty of the topic. As can be seen from the difficulty of the topic, as we said at the beginning, the overall difficulty of the topic is increasing, and the intensity of the increase can be seen that this year's real topic is definitely not small. Regardless of any component, such as speech expression, we can see that it retains fragment reading, and speech expression itself is an examination of basic skills of word processing or basic skills. The assessment of fragment part or fragment reading is more comprehensive and in-depth, because you have to be more rigorous. In this case, you should have a cognition, understanding and digestion of the passage, and on this basis, you can get the correct answer to the corresponding questions raised in the text. Therefore, the speech comprehension part retains the form of reading in fragments, but on the basis of retaining the difficulty of reading in fragments, it has a greater depth expansion, that is, it increases the fragments and contents of reading, which is what we call reading information. The fragmentation of reading information increases, the amount of information increases, and it takes up more time in the exam, so you should answer the questions faster.

At the same time, the data problem sets you a first-level obstacle and a second-level obstacle. The second obstacle lies in the choice of topics. In the process of setting the topic options, we can also see that there are many distractions corresponding to the real topic. For example, an option, which might have been expressed in one sentence, is now expressed in two or three sentences. Originally, a clear word can be used to express in a data, but now an obvious word is used to express in the data, which is close to it, such as synonyms or synonyms or other words, or ambiguous words. You can see that the difficulty is increasing at all levels.

In the whole process of language understanding, you will have a difficult time to control, because we say that in order to answer questions, you need to invest to get back useful topics. In this way, we can see that no matter from the data or the difficulty of answering questions, you can feel that there are some deep assessment points in language understanding, that is, assessing your administrative professional ability and controlling the time of answering the whole paper. This is also a potential assessment. If you don't control your time well, you may fail this paper, or you may not answer questions well, or you may not answer questions accurately, so time is a potential assessment point. It can be seen from the understanding of the speech that the difficulty of the topic is increasing.

Of course, this part of our data analysis is even more difficult, because data analysis gives paragraphs of text, or charts, as well as statistics and charts. You can look at the related difficulties of data analysis. One is that the topic gives more data. The other is that the above questions are not easy or there are about 20% obvious questions as in previous years, that is, they can be answered at a glance. Not this year. Any options this year can only be obtained after at least one or two levels of budget or one or two levels of analysis. So I can feel that its topic is obviously more difficult.

The same is true of common sense judgment, because it is biased towards science and engineering or it can be seen from the whole paper that the difficulty of the whole process increases accordingly. Common sense judgment has also been analyzed. For example, when the train passes through the bridge, it is because of the strong momentum of the bridge, or because of the strong wind after the train passes, people are not allowed to walk beside the train lane. So this kind of analysis increases your degree, as well as some scientific and technological knowledge assessment, as well as the alternative topics we talked about, which are all manifestations of increasing difficulty. This is composed of several parts: the evaluation of speech comprehension and expression, the evaluation of data analysis, and the evaluation of common sense. We can all see that. It is more intuitive to see that the difficulty has increased, that is, the relationship between quantity and graphic reasoning. As we also introduced to you earlier, the relationship between graphic reasoning and quantity is expanded and broken through graphics, which breaks through the original simplicity and tradition and makes a deeper and more difficult extension, which in itself deepens the difficulty. This is the relationship between figure and quantity.

And what we call reasoning. We can see that any definition given by deductive reasoning is not as simple as before, or a little simple, and then reasoning is not very complicated. We can see that the real questions we gave this time or passed this exam have a long deductive material, and there are many obscure things in it. If the deduction is made completely according to the given deduction materials, the personal reasoning quality of the assessment is also relatively strong, so this one is also.

First, the judgments are the same. In the examination-oriented reasoning part, the definition of the original judgment is more legal, and there are relatively simple legal definitions, such as the legal age of responsibility for intentional crimes, which is relatively simple, but not this year. We spent a lot of time writing this year, and there are many words and phrases in it, which may be beyond our usual contact. In this case, the options given below set some traps or set some difficulties for you to see through, so it is more difficult to judge than in previous years. This is from the difficulty of the topic, and we made a corresponding analysis.

The above four points are the analysis and induction of the whole professional ability 135 from a planned or relatively micro perspective. Candidates may feel the same way or sum up from this exam or their own personal experience.

Sina. Com: Thank you very much, Mr. Wu. According to your explanation of the real questions of the administrative professional ability examination just now, we found that this year's questions are much more difficult than in previous years. According to your judgment, what will be the score this year?

Wu Jingyu: The score line should not be broken than in previous years. Although the difficulty has increased, we should see that the number of people taking the exam has also increased, and the requirements for the quality of the people taking the exam are getting higher and higher. From this year's application, we can see that many degrees this year have broken through fresh graduates, and many positions are not available for fresh graduates, and you are also required to have study and work experience and work at the grassroots level for more than one year. Generally speaking, one is that the number of personnel has increased, the other is that the quality of personnel has improved, and the quality of personnel reserves is different. Therefore, it can be seen that this is a process of selecting talents, which means that the civil service examination is a process of selecting outstanding talents. The examination is more difficult, and the quality of personnel has also improved. There will be no big breakthrough in the examination results, and it will remain above the ideological level.

Sina. Com: About 60 minutes?

Wu Jingyu: Yes.

Sina. Com: Thank you very much, Mr. Wu, for your careful answers to netizens in half an hour.

Thank you very much for your interview with us today. This is the end of today's interview. Thanks again to Jinghua for painting, thanks again to Teacher Wu Jingyu, and thank you all.