What does the recruitment interview for primary and secondary school teachers in Chengdu include? Is it a lecture or a lecture?

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The interview includes lectures and comprehensive defense.

Speech and trial lecture are the two most common and frequently investigated forms in the teacher recruitment interview exam. Many candidates are no strangers to the trial lecture, but a little rusty. Many candidates easily confuse the two in the process of preparing for the exam, or in the real interview. A speech is sometimes regarded as a tentative statement by a candidate. So what's the difference between a trial lecture and a lecture?

There is a difference between "lecturing" and "lecturing": "lecturing" is an act before class; "Teaching" is a kind of classroom behavior. "Speaking" is an analysis and summary of the teaching design ideas of "how to teach" and "why to teach like this" for a certain teaching topic. In principle, it is the design of teaching plans. "Speaking" is to embody teaching design, analysis and teaching skills through on-site classroom teaching practice, that is to say, "speaking" refers to teaching design and analysis, and "speaking" refers to the implementation of teaching design and analysis; "Speaking" focuses on elaboration and explanation, and "speaking" focuses on telling and solving doubts; The object of "speaking" is teachers and teaching and research personnel, and the object of "speaking" is students; The number and location of lectures are not necessarily strictly limited; The number and location of "lectures" are strictly limited; "Lecture" belongs to the category of teaching research, "lecture" belongs to the category of classroom teaching and so on. "Lecture" expounds the teaching design of teaching theme and the teaching analysis of why it should be designed like this.

Therefore, the content of "speaking" focuses on two aspects: on the one hand, the teaching design of teaching topics, that is, how to teach teaching topics; On the other hand, it is the analysis of teaching design, that is, why we intend to design like this, that is, to explain the reasons for this design, provided that the former is a "lecture" and the latter is the basis of the assumption. The focus of "speaking" is "speaking", and the content of "speaking" is "class" (that is, the content of textbooks). The contents of the "lecture" are: teaching material analysis, teaching procedures and so on. If we regard "lecture" as a system, then every item in the content of "lecture" is a subsystem of this system. Therefore, we study "Lecture" from the perspective of system theory. Senior lecturers in Chinese public schools will now introduce teaching material analysis, teaching program design and its requirements in the content of "Mathematics Lecture".

If in doubt, please consult the public education enterprises in China.