How to prepare for the middle and high school Chinese trial lecture in teacher recruitment?

Whether it is a Chinese teacher or a teacher of other subjects, it is a necessary prerequisite to be proficient in subject knowledge. Under this premise, in order to win in the fierce competition, we must start from the details and be perfect. Attention should be paid to the following aspects:

As a teacher, confidence and responsibility come first. Remember that the person you are worried about is also worried, so there is no need for pressure. Believe in yourself and others will believe in you.

2. impress those judges who have a good impression on you! If you don't like it, you will be infected naturally. Tell everyone with your eyes that I am coming and I can teach students well.

3. Passionate lectures. If the intonation is not enough, at least say it out loud. Mandarin is a little more standard. Don't speak too fast. If you can't handle it well, you can practice more. This is the key! Talk on the floor, don't give up, there should be a typhoon on the podium. Chinese teachers have higher requirements, clear articulation, pleasant pronunciation and cadence.

Be generous when you meet the interviewer, don't be too restrained and arrogant, and leave a stable impression. Pay attention to body language, don't stand stiffly on the podium, make good use of body language.

5. Make full preparations before the lecture, master the relevant background knowledge of the content to be talked about, combine the content of the class with these backgrounds, make the background knowledge attractive and guide people to the content of the textbook.

6. Don't spend too much time talking in detail, just mention it when you talk, and let the judges know that you have this link.

7. Pay attention to eye contact with the judges under the stage. Don't always stare at the speech. Let every judge in the audience feel that you are watching them, watching them. Smile, don't be too serious.

8. When writing on the blackboard, it is forbidden to write silently and leave the classroom blank for a long time. You can combine the questions and contents while writing on the blackboard and make appropriate explanations. You can't speak and write too slowly. Too slow, people will doubt your efficiency. Not too bad. You can read the speech properly and naturally, but you can't read it according to the speech, because the judges are consistent with your speech.

9. The content of the trial lecture may be inconsistent with the original teaching design. After the trial lecture, if you still have time, give a short lecture (explanation) to let the judges know your design intention and theoretical basis. The classroom can also be appropriately interspersed with explanations of learning situations, teaching materials, learning methods and teaching methods.

10. All links and elements of teaching design should be as complete and perfect as possible, and appropriate subtitles can be drawn up during the teaching process to attract the attention of the judges.

1 1. Try to teach without students' participation, but it should also reflect the independent, cooperative and inquiry learning methods and new curriculum teaching concepts, which can be presented through the teacher's simulated dialogue or explanation. For example, group discussion, group study, preview before class and so on. There should be interaction between teachers and students, even if the teacher gives a lecture, it should also reflect the activities of students.

12. Several sets of teaching plans can be provided in a specific link, which fully embodies the teachers' presupposition and basic literacy generated by teachers' mastery.

13. The key points in the class are prominent, and one or two points are enough. If you don't talk about other people, you can never cover everything.

14. Dig deeply into the text and have original opinions on the ideological content. This is the most difficult and important, it reflects the level of teachers. The idea of the article is not the point. The ideas of general articles are very clear, and high school students can see them clearly, so they don't need to be the focus of the class.

15. Get to the point as soon as possible. Tell the key points in detail (that is, the places that can shine), otherwise the lead is too long and too many other miscellaneous things will dilute the key points. During the trial lecture, you can omit the minor contents such as the introduction of the writer's works and the word check. Dig deep into the key points, and then click on other parts of the article to tick off the overall idea of the article, giving people a sense of wholeness. When analyzing key paragraphs, we should focus on key sentences and keywords to be concrete and practical, otherwise it will be difficult to make it clear. The analysis cannot proceed carefully. If you want to analyze it carefully, you must stay in the text, so that you can stick to the textbook and not make the mistake of being divorced from the text.

16. Too much play will dilute the theme. Or more directly, lectures, like writing articles, focus on the center (key points) and try to talk less or no nonsense (which can arouse students' interest).

17. There will be questions after the trial, which are basically about how to arrange the courses you teach, where the teaching focus should be, what should you do if students have such and such problems, and so on. Don't panic, first of all, affirm the questions raised by the teacher, repeat the affirmation appropriately in combination with previous teaching experience, and think about coping strategies at the same time. It is best to have an outline when answering, and explain your views in several points, with clear thinking and strong logic. Just click on it, unless you are particularly confident, don't expand too much.

18. Make a summary, summarize what you said, assign homework and finish it!