What are the steps of teacher recruitment trial?

Topic selection is the first and most critical step in the trial lecture, because the preparation before class, the summary during class and after class after topic selection must be carried out around the selected topic and the specified teaching materials. Generally speaking, if you can choose independently, you must choose the teaching content that you are very familiar with or relatively simple; If you need to draw lots to determine the content to be taught, you need to prepare as many teaching plans as possible or try different types of teaching methods according to the textbooks of the specified subjects, so as to avoid being at a loss when you draw unfamiliar content.

prepare lessons

Generally speaking, you will be given about 20 minutes to prepare lessons before the real trial, and the most concrete embodiment of preparing lessons is the lesson plan. To complete this link, we need to grasp the formulation of teaching objectives, the treatment of teaching content, the breakthrough of teaching key points and difficulties, the design of teaching process, the choice of teaching methods, the selection and application of teaching media, the design of homework and exercises, and so on. Next, the author will explain one by one:

(1) Formulation of Teaching Objectives

A. Dimensions of teaching objectives

The teaching goal is the concrete and clear expression of the visible behavior that learners should show after teaching. It is the starting point and destination of teaching activities, the guide of teaching activities and the basis of teaching evaluation. The teaching objectives of the new curriculum can be roughly divided into three dimensions: knowledge and skills, process and method, emotional attitude and values, namely "three-dimensional objectives".

B. Methods of setting teaching objectives

ABCD method can be used to set the teaching objectives of the first two dimensions (it is called ABCD method because it contains four elements: teaching object (audience), behavior (behavior) and condition (degree), and the initials of their English words happen to be A, B, C and D, so it is called ABCD method for short. ); The teaching goal of the latter can be expressed by combining internal and external methods (internal: internal psychological process; Explicit behavior. Specific practice: first describe and then list behavior changes).

Examples of describing learning objectives with ABCD method

The standard conditional behaviors (a), (b), (c) and (d) of the teaching object "Junior three students should correctly calculate the two-digit test questions of 5 ~ 10 vertically within 5 minutes"

Examples of stating learning objectives by combining internal and external methods

It is difficult to observe that students can understand how the text describing characters is based on the central idea. If we adopt the method of combining inside and outside, it should be like this: internal psychological description: we can understand how the words describing characters are based on the central idea.

Behavior 1: You can sum up what kind of person the protagonist is in the text in your own words:

Behavior 2: Can find out the sentences that the author expresses his feelings when describing the protagonist from the text;

Behavior 3: Be able to point out which events described in the article are sketched and which are written in detail, and their role in expressing the central idea.

C. Standards of teaching objectives

A good teaching goal design must pay attention to the following points: taking all students as the main body instead of teachers; The behavior expression is concrete, operable and easy to evaluate; The expression of expect results is predictable, realizable and detectable,

Case 1: Revision and Reflection on the Teaching Objective of "Large Numbers in Life"

Initial teaching objectives:

A. Let students experience large numbers in life, feel the necessity of learning large numbers, and stimulate students' interest in learning mathematics.

B know the new counting units "thousand" and "ten thousand" and understand the relationship between units.

C. Guide students to have a concrete feeling of large numbers through operation and observation, and cultivate students' abstract generalization ability.

Revised learning objectives:

A. Through the process of collecting large numbers in life, we realize the importance of large numbers in life and stimulate our interest in learning mathematics.

B. Experience the calculation activities such as counting stars, beans and cubes, know the new counting units "thousand" and "ten thousand", and experience the decimal relationship between counting units.

C through activities such as "swinging", "estimating" and "counting", the concrete feeling of large numbers is enhanced and the sense of numbers is developed.

Reflection on the design of learning objectives;

A. The expression of "let students ……" used in the original goal is to position the teacher as the subject of behavior, which easily leads to the expectation of the effect of the teaching process in the classroom. Now it is changed to "the process of students experiencing ……", which highlights the students' dominant position. This is consistent with the new concept of student-centered classroom teaching activities advocated by the new curriculum.

B The original goal of "knowing the new counting units' thousand' and' ten thousand' and understanding the relationship between units" is too general, lacking the expression of the ways and methods for students to learn mathematics knowledge, and lacking guidance in operation. For example, it is changed to "Students experience activities such as counting stars, beans and cubes, and experience the decimal relationship between counting units", so that students' behavior patterns in the teaching process and behavior changes after the teaching process are clear, and the classroom objectives are more operable, easy to grasp and easy to evaluate.

C. learning objectives should emphasize concreteness and clarity, and should not be big and empty. The goal of cultivating students' abstract generalization ability is too vague, and the teaching of a class can't be achieved. It is the expression of "experiencing the decimal relationship of counting units and developing students' sense of number", which can better reflect the spirit of curriculum reform such as experience, experience and feeling advocated by the new curriculum standard. Although the design of the goal is only a few words, the concepts of the two are quite different.

② Treatment of teaching content

Textbook content is the basic clue to arrange teaching content and the biggest resource of teaching, but it is not the whole of teaching, because you must find the combination point between it and teaching practice, and make a "secondary planning" of textbook content from the aspects of content and structure. How to plan?

A. Integrating teaching content

According to the teaching objectives, the contents of teaching materials are re-screened and integrated purposefully, including new editing, addition, deletion and adjustment of teaching materials.

Case 2: The new teaching content "The Nature and Judgment of Similar Polygons"

Textbook content: from regular polygon to general polygon. From triangles to polygons, this method ranges from special to general.

Teaching material analysis: The treatment in the textbook is reasonable, but it is difficult to operate.

For example, first, students always have doubts. Are the two numbers given similar? Why? Secondly, we can only explore the relationship between their corresponding angles and corresponding edges by measurement (trigonometric function has not been learned yet), and the measured results often seem embarrassing.

New teaching content: With the help of multimedia, show two maps of China with different scales.

A. Choose Beijing, Changsha and Taipei on two maps and connect these three cities with line segments to get two triangles with different sizes. Question: Are these two triangles similar? What is the relationship between the corresponding sides and the corresponding angles of these two triangles?

B choose four or five cities on two maps and draw the corresponding quadrangles and pentagons. Ask a question: Are these two quadrangles (pentagons) similar? What is the relationship between their corresponding edges and corresponding angles?

C, it is concluded that "the corresponding angles of similar polygons are equal and the ratios of corresponding edges are equal", and then it is concluded that "if two polygons meet the requirements of equal corresponding angles and equal ratios of corresponding edges, then two polygons are similar".

Evaluation: Obviously, the teacher did not use the contents of the textbook mechanically, but studied the relationship between polygons surrounded by several cities on two maps according to the students' existing geographical knowledge and with the help of two maps with different scales, so that students could study interesting practical problems on the basis of their existing knowledge and experience, which would help students really understand the nature of similar polygons and make breakthroughs in difficulties.

Tip: When integrating teaching content, we should always have a sense: we should choose materials and situations that students are familiar with or concerned about in their daily life as teaching content, and closely link knowledge learning with real life, so that students can realize the application value of what they have learned.

B. Adjust the order of teaching content

There are several ways to adjust the order of teaching content: linear, spiral, top-down or bottom-up.

A. arrange the teaching content in a straight line. Linear arrangement of teaching content is to transform teaching content into a series of ability goals, and then arrange all teaching content in order from simple identification skills to complex problem-solving skills.

B. spiral teaching content. Spiral arrangement of teaching content is to arrange the teaching content of the same topic in a spiral order from easy to difficult. Its characteristic is that with the deepening of students' understanding, the breadth of the content gradually expands, and the depth and difficulty of the content increase.

C. arrange the teaching content from top to bottom or from bottom to top. "Top-down style" is to present the outline of the whole task and knowledge first, then refine it, find out the detailed starting point of teaching from the outline, then find the starting point of secondary refining from the expanded content, and present a series of refining sequences in turn. The complexity and fineness of refinement gradually deepen with the teaching process. "Bottom-up" means finding the starting point of teaching, that is, starting with the study of basic concepts and skills, and then adopting the strategy of "gradual growth" to gradually expand the scope of knowledge and gradually learn advanced knowledge and skills.

C. Structured reorganization of teaching content

The ultimate goal and overall design principle is to form a structured and hierarchical cognitive structure and present it in a way that is convenient for students to understand and apply. There are two structural strategies for teaching content: one is to adjust or combine the teaching content appropriately according to the learning situation, and strengthen the integration of teaching themes to make it conform to the students' cognitive level as much as possible. Second, when the content of a section or chapter ends, it is necessary to summarize the learned knowledge in time, integrate it with the previous related knowledge, form a new structure, and integrate it with the original cognitive structure.

Case 3: Structured treatment of literacy teaching in lower grades of primary schools

For example, the mother word "Qing" is multiplied to derive "Qing, Qing, please, mu and Qing" to form a word family. "Little Frog" is a word family article compiled by this word family: "The river is clear, the weather is sunny, the little frog has big eyes, and has done a lot of good things to protect the seedlings from pests. Please protect the little frog. It is a good guardian of crops. "

Evaluation: New words in the new textbook appear with the text. The new words in a text are not "direct" in sound, form and meaning, so it is difficult for students to remember and understand them. In teaching, teachers should consciously help students to classify and memorize new words, connect new words with the words they have learned, and distinguish them from their glyphs and sounds. This is a process to help students build knowledge.

③ Determination of teaching emphases and difficulties.

The focus of teaching is the basic knowledge (basic facts and their corresponding basic concepts, basic principles, basic laws and formulas and other relatively stable knowledge) and basic skills in disciplines or textbooks, both of which are called teaching focus, that is, teaching focus. For example, in plane geometry, the focus of teaching should be axioms, definitions and theorems. Theorems come from axioms and definitions. Axiom and definition are the focus of teaching.

Teaching difficulties generally refer to the parts in the textbook that are difficult for teachers to explain, students to understand or make mistakes. Different contents have different difficulties. The teaching difficulty mainly depends on the quality and ability of both sides.

④ Design of teaching process.

Vertically, a good process design includes: asking questions, solving problems, drawing conclusions, and evaluating. Horizontally, we also need to think about how to design bilateral activities in each link from two aspects of teaching.

From the teaching point of view, we should consider how to design the situation to guide the new class to stimulate students' interest in learning, and how to reflect the echo between the introduction of the new class and the end of teaching. How to break through the key and difficult points of teaching, design and guide which specific activities to carry out, and choose which teaching resources; How to collect students' feedback information and standardize students' learning activities; How to explain, how to design questions or exercises for students; How to summarize and guide students to realize knowledge transfer and further integrate and internalize learning content; What means are used to measure or evaluate students' learning effect, etc. In addition, in learning, in order to make learners clear about the learning content and the teaching objectives to be achieved, teachers should design corresponding learning activities for students according to the learning objectives and contents, including what materials to read, what experiments to observe, what exercises to complete, how to conduct experiments, how to discuss, how to conduct self-feedback and how to realize knowledge transfer. That is, under the guidance and guidance of teachers, design a series of learning activities for students.

⑤ Selection of teaching methods

A. Types of teaching methods

Common teaching methods are: teaching method (a teaching method that systematically and coherently describes situations, narrates facts, explains concepts, demonstrates principles and clarifies laws to students through oral language); Discussion method (a method in which students discuss and distinguish right from wrong to solve a problem under the guidance of teachers in order to acquire knowledge); Demonstration method (a method in which teachers instruct students to acquire knowledge or consolidate knowledge by showing physical objects and visual teaching AIDS, conducting demonstration experiments or adopting modern audio-visual means): experimental method (a method in which students acquire knowledge by observing these changes with certain instruments and equipment under the guidance of teachers); Case teaching method (under the guidance of teachers, according to the needs of teaching objectives and contents, organize students to study, study and exercise their abilities around cases); Discovery teaching method (a teaching method in which students "rediscover" materials provided by teachers according to the discovery process in order to master knowledge and develop creative thinking and discovery ability); Situational teaching method (a teaching strategy of teaching in the specific situation of applying knowledge).

B. How to choose

The choice of teaching methods should be changed according to teaching objectives, students' characteristics, subject characteristics, teachers' characteristics, teaching environment, teaching time and teaching technology conditions.

Textbooks of different subjects should be taught by different teaching methods. For example, computer applications need a combination of explanation and demonstration, while humanities use a combination of explanation and reading.

The choice of teaching methods should also take into account their own quality and conditions, as well as the level of mastery and application of various teaching methods. If you are good at expressing in vivid language, you can use images and specific descriptions to explain the truth from the simple to the deep; If you are good at using visual AIDS, you might as well explain the theory through visual demonstration, and achieve "silence is better than sound".

In addition, we should choose teaching methods according to the requirements of class type, teaching time and efficiency.

In short, according to their own quality and conditions, we should develop our strengths and avoid weaknesses, give full play to our personal advantages, and choose teaching methods suitable for our own characteristics.

Case 4: Teaching process and method of straight line, ray and line segment

A. students preview and perceive concepts. Listeners can understand the meaning of these concepts after previewing, but it is difficult to understand how they extend in several directions. At this time, the teacher turned to the teaching stage.

B. Teachers teach to help understand concepts. The teacher draws a straight line first. Drawing from one end of the blackboard to the other, even out of the classroom, continues to maintain the painting posture, vividly establishes the feeling of infinite extension of the straight line, supplemented by language, and promotes students to further understand the infinite extension of the straight line. Students have an intuitive feeling of the infinite extension of straight lines, and it is easy to understand the extension of rays and line segments. (mainly through teaching methods)

C. students practice and consolidate concepts. (mainly using practice method)

D. Teachers and students summarize the similarities and differences of straight lines, rays and line segments, and deepen the concept. Summary: Different goals, different methods, just like different destinations, the paths to reach are naturally different. There is no good or bad method, only suitability. The most effective way to achieve the goal is a good method.

⑥ Selection of teaching media

Using modern teaching media in all aspects of classroom teaching can optimize the teaching process and improve the teaching effect. Model, suitable for 3 d simulation. Recording (CD) can realize the reproduction of language and sound.

Projection, suitable for plane simulation. Slide show can realize the reproduction of static real scenes. Television (VCD) can present a dynamic process. CAl courseware, you can interact. In short, you can choose freely according to the teaching content.

⑦ Design of homework and exercises

Homework is the continuation of the classroom, the link between teaching and learning, and an indispensable part of the whole teaching work. Therefore, teachers' homework design skills are related to students' attitude towards homework and the quality of completing homework. Compared with classroom assignments, the arrangement of extracurricular assignments is slightly more difficult and needs careful design by teachers. On the basis of following several principles of assignment, we should also pay attention to the following points:

First, change standardized and unified operations into independent and personalized operations.

Second, change the closed operation to open operation.

Third, change the homework done independently into the homework done cooperatively.

When assigning homework, teachers can ask themselves several questions, such as whether it is worth doing, whether it can stimulate students' interest in learning, whether it is clear and specific, whether students understand the reasons for doing homework, whether the quantity and difficulty of homework are appropriate, whether students know how to finish it, whether there are available materials, and whether students have the necessary background knowledge to complete the homework. If the teacher's answers are all in the affirmative, then the assigned homework is good homework.

Case 5: the operation design of camphor tree in Soong Ching Ling's former residence;

Master five new words in this lesson, understand their meanings, and distinguish the pronunciations of several words that are easy to make mistakes in the text.

A learn to make sentences with the related words "no matter … always …" and "as long as …".

B. Through the accumulation of words and phrases in the text, understand the symbolic meaning of Cinnamomum camphora, and experience the author's reverence and nostalgia for Soong Ching Ling.

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teach

The trial lecture generally includes five links: introduction, new teaching, consolidation exercise, summary and homework. Of course, some subjects only have the first four links, and there is no homework, such as music, physical education and art. When preparing for the exam, you can break through one by one and slowly find the design rules and corresponding oral skills of each link.

① Import

Tutorial system refers to a kind of teaching behavior that teachers guide students to make psychological and cognitive preparations before a new teaching content or teaching activity begins, so that students can make clear their learning objectives, learning contents and learning methods. Lead-in is an important part of classroom teaching. Wonderful lead-in can grasp students' psychology, stimulate students' desire for knowledge and interest in learning, and reach the state of "strong interest before class" Candidates can choose the appropriate introduction method according to the specific subject content, and pay attention to the novelty of the form. In oral skills, you can describe, tell stories, set doubts and summarize.

② Teaching

Teaching is a teaching method in which teachers systematically impart scientific and cultural knowledge to students through oral language and blackboard writing. This is an activity in which teachers talk and students listen. Mainly through narration, description, explanation and reasoning, we can guide students to know phenomena, perceive facts, understand concepts, laws and formulas, make students know, analyze and solve problems, and promote the all-round development of students' intelligence and personality. Candidates should pay attention to four points in the teaching process: first, use enlightening and intuitive teaching; Secondly, arrange the teaching order and explain the important and difficult points in detail (no matter what subjects, the information in the textbook is of reference significance. These materials also include bubble boxes, illustrations, after-class exercises and even footnotes that people usually don't pay much attention to, which actually show the difficulties and difficulties of the course. For example, in Chinese classes in primary and secondary schools, the order of after-class exercises can often be directly used as the order of the whole teaching, and refining these exercises can string up the whole teaching process), and it is carried out in strict accordance with the time designed by the teaching process to avoid the situation that all lectures are not in-depth, which is also the embodiment of good classroom control ability; Thirdly, proper use of interlanguage links knowledge points with hypothetical and transitional knowledge; Fourth, make the content and language of the lecture infectious, and cooperate with each other in the form of blackboard writing (blackboard writing art should not only examine the skills of blackboard writing, but also examine the layout and content of blackboard writing), so as to achieve the effect of complementing each other. In oral expression, you can choose direct expression, concrete expression, example, comparison, connection, quotation and assistance.

③ Ask questions

Questioning is a kind of teaching behavior that teachers use the way of asking questions and responding to students' answers to urge students to participate in learning, understand the learning state, inspire thinking, make students understand and master knowledge and develop their abilities. In the process of asking questions, candidates should pay attention to the following points: first, enunciate clearly and coherently; Second, pay attention to the speed and pause of questioning, so that the examiner feels true; Third, evaluation and feedback are needed after asking questions. The types of oral skills are: judging (commonly used "what" language form), argumentative (commonly used "why" language form), imaginative (commonly used "what" language form) and explanatory (commonly used "how" language form).

④ Class summary

Classroom summary is an artistic way for teachers to summarize and sublimate their knowledge and skills at the end of a teaching task. When summing up a class, you don't need to repeat the mentioned knowledge as a whole (not only wasting time, but also making it easy for the listener to judge the important and difficult points of the teaching content again). You just need to make a systematic summary in refined language, so as to make the whole class more complete. The common methods of classroom summary include natural ending, suspense, front-back care, knowledge extension, motivation and so on. Candidates need to pay attention to the selection of appropriate methods in the summary to achieve the purpose of summarizing and consolidating knowledge. The types of epilogue are determination, practice and discussion.

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Guitar lessons

The end of the trial will leave a final impression on the judge. After a class, the judges are a little tired, and the final expectations are often high. Therefore, the lecturer should pay special attention to finding a reasonable and novel ending form to end the last class. According to the usual way of class, it mainly includes two parts: summarizing teaching and designing farewell words.

① Summarize the teaching.

There should be an appropriate summary at the end of a class, which is a review and induction of the teaching content of this class and can help listeners systematize their knowledge. Therefore, when summing up, we should be full of energy and passionate in language, and push the trial to an unforgettable climax; Or combine the continuation of arrangement with euphemism of language to create a feeling of "endless words and endless meanings". In the final summary teaching, the teacher can arrange the review and homework in time, briefly introduce the review points and methods of this lesson, and review the classroom teaching from a systematic perspective. When assigning homework, we should pay attention to the pertinence and purpose of the homework, and clearly tell the listener what knowledge points to pay attention to when doing homework. At the same time, it is clear which ones are done independently and which ones are done with the participation of parents, so as to diversify the forms of homework and mobilize participants to actively complete homework.

② Design farewell words.

Farewell is a plot of the scope of assessment. This plot can relax the nervousness of the judges and make them applaud for you. The farewell speech can thank the judges for arranging the opportunity of trial lectures, hoping to get their criticism and correction and express their yearning and love for education; Or show your courage to challenge and struggle. At the end of the design, the transition between links should not be too lengthy and dull; Do not have nothing to say, gild the lily; Don't rock the boat and lead to unnecessary topics; Don't talk nonsense and appear hypocritical; At the same time, at the end, we should pay attention to the judges' expressions, judge their emotions and consciously adjust their words.

To sum up, if you want to complete the trial lecture well, you have to choose a good topic, prepare lessons comprehensively, add a perfect lecture at the same time, and finally finish the unfinished class.