The teacher said that the class tried to talk about the structured interview skills of defense!

Teachers try to talk about structured interview skills of defense in class!

The main forms of teacher recruitment interview are lecture, trial lecture, defense and structured interview. Every city adopts different interview methods. I have compiled various interview skills for you, hoping to help you.

1

Speaking skills

What do you mean? Talking about class? , that is, the discussion and exchange between peers on the subjects taught. It can effectively reflect the basic quality of teachers and help improve the quality of classroom teaching. To achieve perfection? Talking about class? , we should pay attention to the following points:

First, the relationship between syllabus and teaching materials. The syllabus is a guiding document for education and teaching formulated by the state. Teachers should carefully study the guiding ideology and teaching principles in the syllabus before giving lectures, and take it as the theoretical basis for determining teaching objectives, key difficulties and teaching methods. Textbooks are compiled according to the syllabus and are also the main basis for students to learn. The teacher said that the class should be? Based on this? , to be able to control the teaching materials and give play to the creativity of teachers. Therefore, teachers should master the content of teaching materials skillfully, firmly grasp the relationship between teaching syllabus and teaching materials, combine them to think about the teaching content, try to figure out the editor's intention repeatedly, and give full play to the creativity of their teaching design.

second, the difference between lecturing and preparing lessons. Preparing lessons is a lesson plan carefully written by teachers on the basis of thoroughly understanding the teaching materials and mastering the syllabus. On the other hand, on the basis of grasping the content of the textbook as a whole, the teacher tells the ideas and steps of the specific operation of each link in the teaching process, as well as the theoretical basis for adopting these steps. To put it simply, the lecture is mainly to answer the question of why I prepare lessons like this. Therefore, lecture is not a simple summary of the lesson plan by the teacher.

third, the details are appropriate. When the teacher is talking, what should he say? Detailed? Slightly? We must not cover everything. We must elaborate on the key and difficult points, teaching process and theoretical basis, and pay attention to other contents. Slightly? Say, if you don't divide? Details? , will inevitably make the listener feel that the teaching difficulties are unclear and the teaching design is unreasonable.

fourth, talk about the difference between class and class. Class needs the cooperation of teachers and students, which is a concrete teaching practice. Talking about lessons is different. Talking about lessons is a teacher singing to a special audience (teacher)? One-man show It is sung by teachers to teachers. It focuses on theoretical exposition and is a special teaching and research method to discuss teaching methods and improve teaching quality.

fifth, how many more questions? Why? . Teachers should constantly ask questions during class? Why? And I should make a satisfactory explanation. If you are in doubt about some questions, you should study the teaching materials carefully before the lecture, consult more materials or consult other teachers, so as to avoid the listener from correctly understanding the lecture content.

2

Try to talk about skills

1. Prepare lessons: write effectively? Trial lecture? Lesson plan

In the specified time, the main consideration is how to write lesson plans more effectively, not just how to write more standardized, so candidates must think clearly about how to write lesson plans more effectively when taking the exam. During the interview and trial lecture, the time for preparing for the exam will be different in different parts of the country. For the preparation time within 2 minutes in a short time, it is generally impossible to write all the written contents of the trial lecture for 15-2 minutes, so you can only write an outline and write out the key contents. The key contents include: the content that is not easy to remember, the idea of trying to talk, the key sentences in each link, the cohesive sentences between links, the content of writing on the blackboard, and so on.

Senior lecturer of Zhonggong suggested refining key sentences. When writing lesson plans at ordinary times, learn to accumulate sentences that are suitable for any content during the trial lecture, and combine these sentences with the characteristics of the subject to refine them so as to keep constant and adapt to changes.

2. Mastering the main control of the trial lecture

The popular point of the trial lecture is that there is no class for students, and the teacher should create a virtual teaching scene during the trial lecture. You can say that the judges are students and talk to the blackboard. Ask the students to watch the animation? , so to speak? This classmate speaks very well? ，? Do other students have different opinions? . Therefore, the trial lecture can reflect the teacher's teaching philosophy and teaching quality.

method 1: smile at the students. We must contact the eyes of a wide range of students from time to time. When the eyes meet, we should give affirmation, confidence and encouragement to students. Afraid? At the same time Respect? Teacher? Listen? At the same time See? Teachers, so that students will think that teachers are paying attention to themselves and follow their ideas.

method 2: cleverly set questions. Problem design should consider not only the knowledge points of this course, but also the knowledge level and experience of students. When the teaching object is a key middle school student, don't ask some naive questions that can be answered without thinking. Obviously, the teacher is not qualified. Therefore, the questions designed during the interview should have certain thinking value on the premise of considering students' knowledge level, and it is best to ask questions in combination with students' real life so that students can have something to say.

method 3: design interactive links. In addition to teachers' questions and students' answers, there are many forms of interaction, such as group discussion, classroom performance, case presentation, etc. The choice of forms depends on the content and the target audience. It is worth noting that the premise of the interactive link is that it is operational and feasible to prevent? Formal interaction? . One effective interaction is more valuable than ten ineffective interactions.

3

Defense skills

First, be familiar with the teaching plan.

Examiners often take teaching design as the main direction of questioning and questioning, while as far as teaching design is concerned, teaching objectives, emphasis on difficulties and teaching process are the majority. And the first question is often? What are your teaching objectives/difficulties in this class? What is it? So many candidates are unfamiliar with the teaching plan and can't answer it for a while, which will give the examiner an impression that the teaching design is unfamiliar. Therefore, this requires the majority of candidates to be familiar with their own teaching plans, especially the teaching design part, not only to memorize the teaching objectives, what are the important and difficult points, but also to clarify the relationship before each link, such as? How do you determine your teaching objectives? At this time, we need to know enough about the teaching materials and learning situation. In a word, teaching design is the general direction for examiners to ask questions, and we must master it.

second, soft mistakes should be remedied.

In the course of trial lecture, because of the tight time and many candidates still feel pressure or uncomfortable for the interview, there will be some mistakes in the course of trial lecture, such as common slips of the tongue, forgetting to evaluate after asking students, or writing the contents on the blackboard incorrectly. This kind of mistakes is called soft mistakes, that is, mistakes made by carelessness in the teaching implementation process, which candidates can't detect under pressure. And this is also easy to become the examiner's questioning direction, such as:? You just refuted a classmate's answer, so will he agree with other answers so easily? In this case, we must react quickly. We can admit our mistakes objectively before we talk about remedial measures, such as? What you correct is that I was nervous just now and really forgot to respond to this classmate's answer. My original idea was to point out the imprecision of his answer. If he didn't agree, I would turn to the whole class for discussion and understand the knowledge point together. ? The objective recognition of mistakes is to show the image of modesty, and the remedy is to dispel the examiner's doubts and prevent the examiner from continuing to ask questions and affecting the score. Of course, there is also a reflection link at last.

3. Be modest when making hard mistakes.

another common mistake is how many mistakes have been made? Hard wound? That is, the most common mistakes that can't be made are knowledge mistakes, such as the English teacher's pronunciation deviation, the Chinese teacher's wrong demonstration when writing strokes, and the political teacher's lack of rigor in expressing the definition, which may cause the examiner to question the candidates. After all, the basic knowledge of the subject is one of the basic conditions of teaching. In this case, many candidates often think that selective neglect can avoid this kind of mistake, but it will only leave a worse impression on the rigor of the examiner's research. Therefore, if you encounter a hard mistake and know it clearly, you must admit it generously and modestly, and you can ask the examiner for a correct statement and reflect on it to leave a better impression. Of course, if you want to avoid this situation, you should do a good job in preparing lessons.

4

structured interview skills

the first thing to talk about is the mentality problem: although we often use it? The process is more important than the result? Words to comfort yourself and comfort others, but it has to be said that who can really enjoy the process and take the results calmly before the exam that determines the direction of life? No one can predict the results, but we must work hard in the process, pay no regrets, and in addition, we should give ourselves positive psychological hints and make full use of them. Rosenthal effect? Go on firmly and confidently, and the result will not be too bad.

Secondly, I want to talk about the problem of language expression: for an interview, the most difficult thing is not necessarily that there is no idea of answering questions in your mind, but how to express what is in your mind clearly. The most common phenomenon among candidates is that when they start to answer questions, they are incoherent, unable to speak words, repeated words and spoken words. Um, ah, then, next, that is to say? Throughout, the expression is stiff. Blink, scratch your head, frown, roll your eyes and shake your legs? There is no doubt that these body language and oral expressions will inevitably affect the interview results. How to solve these problems requires military simulation training and high-intensity speech practice. Only by turning elegant movements and standardized language into a living habit can it be truly applied freely.

Let's talk about the main points of the answer again: As we all know, the interview questions are relatively clear. Comprehensive analysis, planning, organization and coordination, emergency response, verbal expression? These words are too unfamiliar for candidates who have not been interviewed or participated in relevant training. How to quickly analyze the types of questions in the examination room, sort out ideas and express them smoothly is the most concerned issue for everyone.

what does the Chinese lecturer want to say here? Every shiny outside hides sweat that others can't see? Only high-intensity training and targeted guidance can make candidates? I don't know until I know? This is a long and arduous process, and in this process, besides systematic theoretical study, it is essential to combine collective exercise discussion with professional individual guidance, as the saying goes? You have an apple and I have an apple. After we exchange, everyone still has only one apple, but if you have one idea and I have one idea, everyone will have two ideas after we exchange? And the interview just needs this kind of colorful thoughts to assist, so it also tells us that the interview should not be a process of learning in isolation but a process of collective learning. ;