How to prepare lessons quickly in teacher recruitment interview

In recent years, the proportion of teachers' recruitment interview results in total scores has increased year by year. What's more, for example, in Guangxi province, the written test scores of candidates who directly enter the interview are zero, and everyone starts at a starting line again, which shows that the interview is playing an increasingly important role in the examination of teacher recruitment.

As we all know, the form of interview investigation is nothing more than trial lecture, speech, defense, structure and so on. Trial lecture and lecture introduction are the mainstream forms of investigation. Although the two forms are different, they are both concentrated expressions of professional knowledge. Lectures are inseparable from preparing lessons. Most candidates think that the preparation of lessons is mainly concentrated in the preparation room of the examination room, and a lesson plan or speech is written in a few minutes, but they don't know that the real preparation of lessons has already started before you enter the examination room. Today, the Chinese teacher came to talk with the majority of candidates, in order to complete the interview, what should be included in the preparation before entering the examination room.

First, prepare teaching materials.

We often say that familiarity with textbooks is the basis of a good class. Only by mastering the knowledge points given in textbooks can we design teaching links more reasonably. However, for candidates, many of them may not have graduated from normal schools, or even ordinary classes, or even have relevant teaching experience. They just want to go to the three-foot platform with enthusiasm and are completely unfamiliar with the content and setting of the textbook, which requires everyone to learn to analyze the textbook. With several revisions of textbooks, the existing textbooks are very user-friendly, often combined with pictures and texts, with words explaining knowledge points, vivid pictures explaining, and some notes and activities. These materials provide candidates with many ideas, from which we should extract the core information of the class, such as which can be used as an introduction and which need to be clearly focused. In this way, when you are not familiar with the content of the textbook, you only need to sort out the given knowledge points in the book, and you don't need to expand the extracurricular content.

Second, prepare students.

Whether it is a trial lecture or a lecture, the teaching strategies adopted by students of different ages need to be different. For example, primary school students have weak cognitive ability, focus on image thinking, lack abstract thinking, are curious about things, and are easily distracted, which requires candidates to pay attention to the affinity of trial lectures and the closeness of lectures during interviews. Of course, both junior high school and senior high school need candidates to teach in an appropriate way.

Secondly, students of different ages have different teaching evaluation languages. For example, the evaluation language of primary school students can be exaggerated, and high school students need to be more practical, and at the same time, students should not feel artificial.

Third, prepare lessons and change ideas.

Today's classroom is no longer the exam-oriented education in the past, and it is no longer cramming. Instead, it emphasizes returning the classroom to the students, and the teacher is only the organizer and guide. It is said to be an organizer because the results can be explored and discussed by students themselves. Teachers don't teach directly, but it is called guidance because, after all, when encountering new knowledge, teachers need to use their professional knowledge and experience to point out a direction for students to explore, and set up interaction and guidance as much as possible in the trial class.

All these changes stem from the new concept of curriculum reform. The new curriculum standard requires that the teaching goal is no longer what the teacher has taught, but what the students have learned, and the students must be the new masters. We should pay more attention to the process while paying attention to the results, and pay more attention to people while paying attention to the subject itself, because every student is a developing person with great potential. The new quality education requires us to teach students not only knowledge, but also learning methods. It is better to teach them how to fish.

Therefore, preparing lessons is never just a few minutes in the examination room. Only when candidates know all this before the exam can they design more reasonable teaching links with appropriate teaching methods. Finally, I wish all candidates excellent exam results.