I am going to take the high school biology teacher recruitment exam. I would like to ask seniors who have experience in interview trial lectures to share their experience. The trial lectures only last

I am going to take the high school biology teacher recruitment exam. I would like to ask seniors who have experience in interview trial lectures to share their experience. The trial lectures only last 10 to 15 minutes. Thank you!

What is the skill of lecturing? It does not have a unified definition. It often relies on some professional theoretical knowledge we have learned, the characteristics of children's physical and mental development, and some specific ideas put forward in a huge social background. Requirements are usually summarized in three points: what to teach, how to teach it and why we teach it this way? Today we have prepared knowledge related to this for you to help you overcome the difficulties in teaching interviews and lectures. Avoid corresponding errors.

First of all, we need to understand what lecturing is. Teaching is a combination of theory and practice. The ability to lecturing can directly reflect the teaching ability of kindergarten teachers. It is one of the basic skills that kindergarten teachers should have, and it is also one of the basic skills that kindergarten teachers should possess. It is the only way for preschool teachers to move from experience teachers to research-based teachers. As a form of examination that often appears in teaching recruitment interviews, the status and value of lecturing is very important.

Failure to teach in class can test the candidate’s theoretical foundation and skill development level, that is, whether the candidate can conduct a rational review and analysis of his or her own educational and teaching behavior and its results, and hide behind the teaching behavior in the classroom The educational thoughts are reflected, and the candidates' other qualities can also be judged from this, such as whether they are confident, generous, and whether their language expression is fluent. Today, we selected candidates with "more sophisticated teaching ideas", "more profound theoretical foundations", "more expressive and Excellent talents with strong appeal can effectively improve the quality of kindergarten education and teaching.

In the trial lecture, the emphasis was on "how to teach", but in the lecture, not only "how to teach" but also "why it is taught this way" and "what is the principle of teaching this way" are introduced. When preparing to give lectures, candidates must not only have sufficient knowledge of activity organization and design in various fields, but also have a strong grasp of preschool psychology, preschool pedagogy, and laws and regulations related to preschool education. Among them, the legal and regulatory documents refer to the "Kindergarten Education Guidance Outline", "Kindergarten Work Regulations", and "Guidelines for the Learning and Development of Children Aged 3 to 6".

Next, let’s understand the content of the lecture class and what specific items candidates can talk about in the lecture class. They are to talk about the name of the activity, talk about the teaching materials, talk about the academic situation, talk about the goal of the activity, talk about the importance and difficulty of the activity, talk about the method of the activity, talk about the preparation of the activity, talk about the process of the activity, talk about the extension of the activity, and talk about the evaluation of the activity. The details are as follows:

1. Say the name of the activity

The name of the activity is the name of our specific activity. When writing the name, we should pay attention to being specific and targeted, and we must not rush it. Of.

2. Talking about the teaching materials

The talking about the teaching materials is to analyze the content of the activity and explain what the content of the activity is and what the educational value of the activity theme is. In addition, you can also talk about the characteristics of this event.

3. Talking about learning

The part about talking about learning is to analyze the age characteristics and zone of proximal development of the children in this class, to reflect how this activity is in line with the development of our children. suitability.

4. Talk about activity goals

The importance of activity goals is like a compass in the process of traveling on the sea, which has a very important guiding role. When writing goals, attention needs to be paid to comprehensiveness, pertinence, and development appropriateness.

5. Talk about the important and difficult points of the activity

The focus of the activity is the important knowledge or experience that the teacher sets based on the goals of the activity and must be mastered by the children. It is relative to the teaching content. The primary and secondary aspects are also what teachers must pay attention to when carrying out this activity. Difficulties in activities refer to content that is difficult to master and understand within the range of children's cognitive experience based on the teacher's analysis of the children's current levels.

6. Talk about activity methods

"There is no fixed method for teaching, the most important thing is to get the method." In the teaching process, what teaching methods did the teacher use, what kind of learning methods did the students use, and Why is it taught this way, and what is the significance and value of learning this way?

7. Talking about preparations for activities

“ Before the troops are moved, food and grass go first.” Good preparation is the prerequisite for the success of the activity. Preparation for the activity includes not only the material preparation of the materials required for the activity, For example, "music" and "teaching aids" also include children's knowledge and experience reserves.

8. Talking activity process

The activity process is the most important part of teaching. Only through the specific elaboration of this part can the speaker's unique teaching arrangements, teaching style, and teaching ideas be understood. Only by showing it can the listeners judge whether the teacher's teaching arrangements are scientific and artistic. The activity process includes activity links, activity content, and design intentions, which respectively reflect "what to teach", "how to teach" and "why to teach".

9. Talking about the extension of activities

The end of activities does not mean the end of education. A good extension is both the deepening of education and the beginning of new education. The extension part of the activity should reflect the content of the extension and the significance of such design.

10. Evaluation of speaking activities

The evaluation of speaking activities should highlight the changes in teaching concepts, the improvement of educational skills, and the effectiveness of the teaching process.

So when we set the lecture content, we must clearly understand the requirements of the corresponding knowledge content for our own development, and then combine the characteristics of the sub-field and the physical and mental development rules of children of different ages to convey to us The content should be appropriately deleted, changed or supplemented. Only through such a meticulous approach can we be confident and integrate the knowledge points when practicing. At the same time, we also hope that everyone can pass the teacher recruitment examination as soon as possible and achieve ideal results through their own efforts and systematic knowledge sorting.

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