First, the nature of the examination.

Zhejiang Teacher Recruitment Examination is a selective examination for the recruitment of teachers by the education administrative departments of the whole province, aiming at providing reference for the recruitment of intellectual teachers by the education administrative departments. According to the examination results of candidates, combined with the interview situation, according to the determined recruitment plan, all localities conduct comprehensive assessment from the aspects of teachers' quality, education level and educational skills, and select the best candidates. Therefore, the province's teacher recruitment examination should have high reliability, validity, discrimination and appropriate difficulty.

Second, the examination objectives

Through the pre-school education professional examination, we can understand the theoretical level and practical ability of kindergarten teaching of the participants, and provide the necessary basis for selecting qualified kindergarten teachers.

Third, the examination content and requirements

The examination of preschool education discipline involves the examination of basic theoretical level and practical operation ability in five fields: kindergarten curriculum and kindergarten art education (art and music), kindergarten language education, kindergarten health education, kindergarten science education and kindergarten social education.

1. Kindergarten curriculum

Examination content:

Kindergarten curriculum is the foundation of the design and organization of activities in five areas of kindergarten, which mainly involves the connotation and characteristics, objectives and contents, implementation and evaluation of kindergarten curriculum.

Examination requirements:

(1) Understand the connotation and basic characteristics of kindergarten curriculum.

(2) Grasp the four basic orientations of kindergarten curriculum objectives and understand the main basis for formulating kindergarten curriculum objectives.

(3) Master the basic principles of kindergarten curriculum content selection and understand the basic methods of kindergarten curriculum content organization.

(4) Master the three orientations of kindergarten curriculum implementation.

(5) Understand the types and main modes of kindergarten curriculum evaluation under different classification standards, including target evaluation mode, gap evaluation mode, aimless evaluation mode, appearance evaluation mode and CIPP evaluation mode.

2. Preschool art education

Examination content:

The field of preschool art education involves preschool music education and preschool art education. The content of preschool music education includes the goal of preschool music education, the basic theory of preschool children's music ability development, the basic theory of preschool music education, the organization and design of preschool music education activities, etc. The content of preschool art education includes the goal of preschool art education, the theory of preschool children's painting ability development, the basic theory of preschool art education, the organization and design of preschool art education activities, etc.

Examination requirements:

(1) Understand the goals of preschool music education and preschool art education.

(2) Master the basic theory of preschool music education, and understand the development stages and characteristics of preschool children's musical ability.

(3) Master the basic theory of preschool art education, and understand the development stage and characteristics of preschool children's painting ability.

(4) Master the main types of children's music education activities and children's art education activities.

(5) Master the design and organization strategies of different types of preschool music education activities and preschool art education activities.

(6) Be able to make necessary evaluation on preschool music education activities and preschool art education activities.

3. Preschool language education

Examination content:

The basic theory of preschool children's language ability development; The basic theory of preschool language education; The goal of preschool language education; Types of pre-school language education and organizational design of various language education activities.

Examination requirements:

(1) Understand the goals of preschool language education.

(2) Master the basic theory of preschool language education and understand the development characteristics of preschool children's language ability.

(3) Know the main types of children's language education activities.

(4) Mastering the design and organization strategies of different types of preschool language education activities.

(5) Be able to make necessary evaluation on preschool language education activities.

4. Preschool science education

Examination content:

The basic theory of preschool children's scientific ability development; The basic theory of preschool science education; The goal of preschool science education; Types of pre-school science education and organizational design of various science education activities.

Examination requirements:

(1) Understand the goals of preschool science education.

(2) Master the basic theory of preschool science education and understand the development characteristics of preschool children's scientific ability.

(3) Know the main types of children's science education activities.

(4) Mastering the design and organization strategies of different types of preschool science education activities.

(5) Be able to make necessary evaluation on preschool science education activities.

5. Preschool social education

Examination content:

Basic theory of preschool children's social development; Basic theory of pre-school social education; The goal of pre-school social education; Types of pre-school social education and organizational design of various social education activities.

Examination requirements:

(1) Understand the goals of preschool social education.

(2) Master the basic theory of preschool social education and understand the basic characteristics of preschool children's social development.

(3) Know the main types of pre-school social education activities.

(4) Mastering the design and organization strategies of different types of preschool social education activities.

(5) Be able to make necessary evaluation on social education activities before school.

6. Pre-school health education

Examination content:

The basic theory of preschool children's sports and sports ability development; Basic theory of pre-school health education; The goal of preschool health education; Types of pre-school health education and organizational design of various health education activities.

Examination requirements:

(1) Understand the goals of preschool health education.

(2) Master the basic theory of preschool health education and the basic theory of preschool children's sports and sports ability development.

(3) Know the main types of pre-school health education activities.

(4) Mastering the design and organization strategies of different types of preschool health education activities.

(5) Be able to make necessary evaluation on pre-school health education activities.

Fourth, the examination form and examination paper structure

The examination takes the form of closed book and written test. The full score of the whole paper is 100, and the examination time is 150.

The examination paper generally includes four types of questions: multiple-choice questions, short-answer questions, case analysis questions and educational activity design. Multiple choice questions are single choice questions of four choices and one type; Short answer questions only require writing the main points; Case analysis questions can be explained in combination with the provided cases and related theories; The design of educational activities requires a complete brief description of teaching objectives, teaching preparation, basic teaching process and design intention.

The examination paper should be composed of easy questions, medium questions and difficult questions, and the overall difficulty is appropriate, with the medium questions as the main topic.

Verb (abbreviation for verb) refers to documents and answers.

Theory and Practice of Examination Paper in Kindergarten Education (for reference)

Examination time 150 minutes, and the paper was published on February 2, 2009.

Note: Candidates should write all the answers on the answer sheet, otherwise it will be invalid.

1. Multiple choice questions (choose the most appropriate answer from the four optional answers to each question. 65438+ 0 points for each small question, ***20 points)

1. Health refers to a person's () sound state.

A. Psychological and social adaptation B. Psychological adaptation C. Physical and psychological adaptation D. Physical, psychological and social adaptation

2. The following does not belong to the kindergarten health education activities is ().

A. Living habits and abilities

B. protect yourself

C. knowledge and skills of sports activities

D. be able to understand and understand the rules of multiple games.

3. The basic form of kindergarten health education activities is ().

A. Regular health education activities B. Daily life activities C. Outdoor sports activities D. Morning exercises

4. Kindergarten health education requires teachers to make reasonable arrangements and pay attention to regulating children's physical and mental load in physical exercise. The principle is ().

A. Principle of moderate exercise load B. Principle of all-round development C. Principle of regularization D. Principle of diversification

5. Small class children's outdoor sports activities should generally be controlled within () minutes.

A.30 B. 20 C. 40 D. 15

6. In children's conversation, it is often heard that one child says "chicken is meat" and another child immediately says "beef is meat", which is often the case in early childhood ().

A. immediate and complete imitation

B. Postpone imitation

C. Creative imitation

D. Instantaneous and incomplete imitation

7. The best way for children's language practice is ().

A. Chinese teaching activities B. Early reading C. Game activities D. Appreciation of literary works

8. Learn to listen to your peers quietly and don't interrupt casually. This is a requirement for the () age group.

A. Small class B. Small class C. Middle class D. Large class

9. In the process of language education activities in kindergartens, it is reasonable to choose the guidance method for children with faster language development ().

A. direct guidance is used more than indirect guidance.

B. Use direct guidance

C. Use of indirect guidance

D. indirect guidance is used more than direct guidance.

10. Ask a two-year-old child "How many people are there in your family?" "There are my parents and me at home", but I can't say that "a * * *" has several people. Explain that children at this time have the psychological characteristics of () in learning mathematics.

A. from individual to general B. from unconscious to conscious C. from concrete to abstract D. from assimilation to adaptation

1 1. () Children can learn to classify objects according to a feature.

A. Small class B. Small class C. Middle class D. Large class

12. Science education has three basic goals.

A. Scientific attitude, scientific method and scientific spirit

B. scientific knowledge, skills and spirit

C. scientific knowledge, methods and habits

D. scientific knowledge, scientific method and scientific spirit

13. "There is a big bird's nest in the tree. Dad said: there must be eggs on it. Shun Shun, who is three and a half years old, seriously received: Is it a bird's egg? " This is the characteristic of children's cognitive activities in this age group.

A. Lack of intention B. Emotion C. Intuition D. Superficiality

14. The way and method of kindergarten science education is incorrect ().

A The ways and means of kindergarten science education do not include assisting adult labor.

B. Planting and feeding are important ways and means of science education in kindergartens.

C. Informal measurement and formal measurement are both important ways and means of science education in kindergartens.

D. observation is the main method of children's scientific exploration.

15. Introduce scientific and technological products that children can understand or see in modern social life and their influence on human beings.

() The goal of science education.

A. Small class B. Small class C. Middle class D. Large class

16. On the discussion of social education in kindergartens, there are () that are incorrect.

A. Kindergarten social education is the embodiment of kindergarten moral education.

B. Children's social education is the need of children's social development.

C. Children's social education should start from their life experience.

Social education in kindergartens should permeate children's daily life and activities.

17. The core of social education in kindergartens lies in the development of children ().

A. interpersonal relationship B. social behavior norms C. social culture D. sociality

18. The following statement about kindergarten art education is incorrect ().

A. It is the ultimate goal of kindergarten art education to help children learn and master certain artistic knowledge and skills.

B. Children's art is the expression of children's personality.

C. Helping children to discover and express themselves is an important goal of kindergarten art education.

D. the characteristics of children's art discipline itself are an important basis for formulating the goals of art education in kindergartens.

19. Symmetry is an important feature of children's paintings.

A. Conceptual painting period (also known as schema period) B. Symbolic period C. Graffiti period D. Realistic period

20. Be able to correctly identify the artistic conception and nature of familiar music works, perceive the details in the works, and distinguish different types of works. This is the characteristic of the development of children's music appreciation ability.

A. Small class B. Small class C. Middle class D. Large class

Second, the noun explanation (3 points for each small question, *** 15 points)

1. Kindergarten curriculum

2. Common objectives

3. The mutual adaptation orientation of curriculum implementation

4. Social education in kindergartens

5. The meaning of performance objectives

Three. Short answer questions (***20 points)

1. Briefly describe the goals of health education in kindergartens. (4 points)

2. The main basis for setting kindergarten curriculum objectives. (3 points)

3. Briefly describe how to effectively promote children's development through the creation and utilization of environment. (3 points)

4. Briefly describe the aspects that should be emphasized in kindergarten education evaluation. (5 points)

5. Basic characteristics of kindergarten curriculum. (5 points)

Four, case analysis questions (***20 points)

"Xiao Kai and Xiao Li each spelled a bear building block at the table. Xiao Kai always bent his head and wordlessly spelled his own building blocks. After a while, Xiao Qiang walked to the table and approached Xiao Kai. He wanted to play with Xiao Kai, but Xiao Kai still bowed his head and assembled the building blocks, ignoring Xiao Qiang. After playing for a while, Xiao Kai only had a bear coat and bear pants in his hand. He went to look for the bear head, but he couldn't find it. He lowered his head and continued to put together blocks.

He assembled building blocks around the table. When he approached Xiaoli, he looked up at Xiaoli's bear. Xiao Kai pointed to Xiao Li's bear and said loudly, "Its head is too big." Xiaoli also said loudly, "It's mine". Xiao Kai was a little angry, but he bowed his head and went on fighting. After a while, he looked at Xiaoli, pointed to a bear and said, "Look at the shoes he is wearing, isn't mother bear right?" Xiao Li looked at Xiao Kai. Xiao Kai continued to spell the bear building blocks. Xiao Li accidentally bumped into a plate with pictures and made a loud noise. Xiao Kai didn't respond.

After a while, the teacher asked Xiao Kai to eat longan. He took the longan and said to the teacher, "My family also has it." Then I ate longan seriously. After eating, continue to spell the bear building blocks, and work hard. After a while, I looked up at Xiaoli's little bear building block and said, "You two?" Xiaoli did not respond. He added, "This is yours. You have two, don't you? " Xiaoli still ignored him and just spelled it herself. So Xiao Kai bypassed the round table and approached Xiaoli. He patted the table with his little hand and said angrily, "Do you have two?" Xiaoli still ignored him. Xiao Kai finally had to bow down and fight for the building blocks.

After playing for a while, he put down the building blocks and went to the bed. He took off a shoe and stepped on the bed with one foot. The teacher looked at it and said to him, "It's not bedtime yet. Shall we sleep later? " He nodded and got out of bed. The teacher said to him again, "put on your shoes." He was still holding the railing of the bed and standing there with one foot and one foot. So the teacher said to him, "it doesn't matter, the ground is clean." You can get there by stepping on one foot and it won't get dirty. " He listened and walked barefoot to the teacher, who helped him put on his shoes. "

The above content is an activity fragment recorded by kindergarten teachers in the regional activities that children freely carry out after Chinese food. Please analyze the characteristics of Xiao Kai and Xiao Li according to the contents recorded by the teacher. How do you evaluate them? How do you think teachers should handle the "conflict" between them and explain the reasons?

Five, activity design questions (***25 points)

Please design the "Function of Fin" for large-class scientific activities, and explain in detail the objectives, preparation, process and design intention of the activities.

Preschool Children's Development and Education Reference Answer

Six, multiple-choice questions (choose a correct answer from four alternative answers for each small question. 65438+ 0 points for each small question, ***20 points)

1、A 2、D 3、A 4、A 5、B

6、A 7、C 8、B 9、D 10、C

1 1、B 12、D 13、D 14、A 15、D

16、A 17、D 18、A 19、A 20、D

Second, the noun explanation (3 points for each small question, *** 15 points)

1. Kindergarten curriculum

Kindergarten curriculum is a means to achieve the goal of kindergarten education, and it is the sum total of all kinds of activities to help children gain useful learning experience and promote the overall harmony of children's body and mind.

2. Common objectives

According to certain philosophical or ethical, ideological, social and political needs, the goal of guiding courses in principle or comprehensively is universal, vague and normative.

3. The mutual adaptation orientation of curriculum implementation

The course implementation process is regarded as a process of mutual adjustment, change and adaptation between the course plan and the practice situation of the team or school in terms of course objectives, contents, methods and organizational models.

4. Social education in kindergartens

Kindergarten social education refers to the development of children's social behavior goals, with the main content of improving children's social cognition, stimulating children's social emotions and cultivating children's social behavior.

5. Performance objectives

It refers to the individual performance of each child in a specific educational situation, and it pursues the diversity of children's reactions, not homogeneity.

Three. Short answer questions (***20 points)

1. Briefly describe the goals of health education in kindergartens. (4 points)

(1) Good health, emotional stability and happy collective life; ( 1)

(2) Good living habits and basic self-care ability; ( 1)

(3) Understand the necessary knowledge of safety and health care, and learn to protect themselves; ( 1)

(4) I like to take part in sports activities, and my movements are coordinated and flexible. ( 1)

2. The main basis for setting kindergarten curriculum objectives (3 points)

(1) Children's Studies (1)

(2) Research on Contemporary Social Life (1)

(3) Subject knowledge research (1 minute)

3. Briefly describe how to effectively promote children's development through the creation and utilization of environment. (3 points)

(1) The space, facilities, activity materials and routine requirements of kindergartens should be conducive to triggering and supporting children's games and various exploration activities, and to triggering and supporting the benign interaction between children and the surrounding environment; ( 1)

(2) Children's peer group and kindergarten teachers' collective are valuable educational resources, and their roles should be fully exerted; ( 1)

(3) Teachers' attitudes and management methods should help to form a safe and warm psychological environment, and their words and deeds should be good examples for children to learn. ( 1)

4. Briefly describe the aspects that should be emphasized in kindergarten education evaluation. (5 points)

(1) Whether the goals of educational plans and activities are based on understanding the current situation of children in this class; ( 1)

(2) Whether the contents, methods, strategies and environmental conditions of education can arouse children's learning enthusiasm; ( 1)

(3) Whether the educational process provides children with a beneficial learning experience and meets the needs of children's development; ( 1)

(4) Whether the content and requirements of education can take into account the needs of groups and individual differences, so that every child can develop and feel successful; ( 1)

(5) Whether the teacher's guidance is conducive to children's active and effective learning. ( 1)

5. Basic characteristics of kindergarten curriculum. (5 points)

(1) Foundation and Enlightenment (1)

(2) comprehensiveness and vividness (1)

(3) Integral (1)

(4) Activities and direct experience (1)

(5) Potential (1)

Seven, case analysis questions (20 points)

Case 1: The above content is an activity fragment recorded by kindergarten teachers in the regional activities that children freely carry out after Chinese food. Please analyze the characteristics of Xiao Kai and Xiao Li according to the contents recorded by the teacher. How do you evaluate them? How do you think teachers should handle the "conflict" between them and explain the reasons?

Reference answer:

Xiao Kai: Strong self-control; Good durability; Strong self-adjustment ability and strategy. (4 points)

Xiaoli: Strong self-control ability; Quick response and strategy. (3 points)

Evaluation: The activity reflects the good problem-solving ability among children, indicating that teachers may pay more attention to the cultivation of children's ability in their usual free activities, which is in line with the requirements of kindergarten regional activity organization. (5 points)

During the whole incident between Xiao Kai and Xiao Li, teachers should mainly watch, and it is necessary to make some notes. After that, some exchanges and guidance can be made according to the specific situation of young children. The reason is that regional activities are characterized by children's independent activities, and teachers should play the role of onlookers, recorders and guides without dangerous events that children can't solve. (8 points)

6. Please design a large-scale scientific activity "The Function of Fin", and explain in detail the objective, preparation, process and design intention of the activity. (25 points)

(1) Activity objective: (6 points)

1. Guide children to understand the function of fins through various channels and stimulate their interest in scientific inquiry.

2. Encourage children to try to explore the function of fins with various materials and methods, and cultivate children's hands-on operation ability and thinking ability.

(2) Activity preparation: (4 points)

1. Each group has one live fish and one big live fish.

2. All kinds of inquiry materials that children may need, such as tape paper, gauze, rope, wire, etc.

(3) Activity process: (8 points)

1. Activity started:

The teacher quoted the question: "What's the use of fins?" Understand the background of children's fin.

2. The basic part of the activity:

(1) The teacher asked: Is there any way to understand the function of fins?

(2) Children use various materials and means to discuss and try to understand the function of fins. Teachers pay attention to observation and recording.

(3) Teachers guide children to discuss and summarize the results.

3. End of the activity

The teacher used a big fish to guide the children to observe the number and growth position of fins respectively, and at the same time learn the names of fins in various parts. After the demonstration of wrapping fins in different parts, the children observed that the fish wrapped by pectoral fins could still swim forward smoothly, but the teacher gently pushed the fish with his hand, and the fish lost its balance and fell down, indicating that pectoral fins had a balancing effect. The dorsal fin was found to have a similar effect in the same way. The teacher fixed the tail fin with gauze and clips again and found that the fish also fell and could not turn around to swim, which was very consistent with the children's findings. ……

(4) Design intention: (7 points)

Some references for the design of the above activities: understand and observe the needs of young children and prepare for interaction; Seek the balance between children's needs and goals, and judge the interactive value; Promote the interactive process with effective strategies; Support children to practice their own ideas and wait patiently; Ask key questions to help summarize and enhance the experience.