What is the difference between teacher recruitment interview and lecture segment teaching?

Youshida teacher recruitment answers for you.

First, the connotation is different.

Speaking lessons is to let teachers use language as the main expression tool, face peers, leaders and experts on the basis of preparing lessons, systematically and generally explain their understanding of specific courses, explain their teaching views, express their teaching ideas, methods, strategies and theoretical basis for organizing teaching, and then everyone will comment. In other words, talking about courses means talking about what a text (or a class or a unit) should be taught, how to teach it and why to teach it this way. It can be seen that attending class is an understanding of the course, an explanation of preparing lessons, and a reflection on class.

Lecture, also called scenario simulation, is a teaching form that teachers conduct in a limited time through the display of language, body language and various teaching skills and group forms. It examines the comprehensive ability of teachers.

Second, the purpose is different.

The purpose of lectures is to transform book knowledge into students' knowledge, so as to cultivate students' ability and carry out ideological education, that is, to let students learn; The purpose of the lecture is to introduce the teaching idea of a lesson to the listener so that the listener can understand it. Conventional classroom teaching is gradual, and achieving the teaching goal is the ultimate goal. The quality of a teacher's lecture is not judged by a single 10 minute or one or two classes, but by a long time. For example, doing students' ideological work, correcting students' learning attitude and teaching students learning methods. All of them are the foreshadowing of "sharpening the knife and cutting wood by mistake". Based on the teaching content and environment, the trial lecture cannot be separated from the teaching link and cannot affect the teaching task. It must achieve the teaching effect, but the ultimate goal is to show that you have the potential to be an excellent teacher, try to show your best side in limited time, let the judges appreciate it, and finally hire you.

Third, the content is different.

During the interview, the judges can interrupt your trial, especially when you feel that your level is not good, and this interruption will come faster. In the trial, the time to show your talents is very short, and this time value is not true, sometimes only a few minutes, or casual movements or eyes. Applicants should let the judges listen to you carefully, keep an expectation and even listen to you. You must continue your talents with high quality in every time period. We should give full play to our teaching talents. In addition, the arrangement of teaching content should not be greedy, especially the trial lecture. Don't try to explain the ins and outs of every relevant knowledge point clearly, but learn to intercept the relatively independent side.

Fourth, the teaching objects are different.

The target of the lecture is students. Through face-to-face communication and cooperation with students, it is based on mutual trust and respect. Of course, in most cases, this situation is simulated. In other words, we are teaching without students. The objects of lectures are leaders, peers or experts, and judges. It is a threat to the lecturer.

Fifth, the methods are different.

Teaching is a bilateral activity between teachers and students. Under the guidance of the teacher, students complete their learning tasks through reading, speaking, discussing and practicing, while the lectures are mainly based on the teacher's own explanations.

On the one hand, organizational importance is different. There is a lack of full understanding and emotional support between teachers and students during the trial. In addition to the fascinating content of the lecture, special attention should be paid to organizing teaching. In the process of organizing teaching, consider the feelings of the following judges, observe their emotional reactions, and adjust the teaching in time.

On the other hand, organizational art differences. In normal teaching, the teacher's eyes look directly at the students' eyes, or give encouragement or be rescued, which is a "silent" teaching language. When trying to speak, the audience are all leaders or teachers, so the interviewer's eyes should not be aggressive, which will directly affect your impression in their minds. According to the requirements of public relations etiquette, you should briefly sweep the part between each other's eyes and mouth to show your respect and concern for each other.