Teachers' recruitment examination and interview have professional skills tests, which need to be displayed on the spot. Excuse me.

The interview of the national unified examination for teacher qualification takes the form of structured interview and scenario simulation (especially trial lecture), which is divided into four stages: kindergarten, primary school, junior high school and senior high school. There are no subjects in kindergarten, but there are two kinds of interview subjects in primary school. Class A is non-artistic sports, and Class B includes music, sports and fine arts. The interview subjects in middle school are consistent with "subject knowledge and teaching ability", and candidates extract corresponding lesson preparation topics according to their own subjects. There are two main interview forms in provinces that are not subject to the unified examination, one is a trial lecture, and the other is a lecture. The specific forms are different according to the regulations of the relevant education departments.

Teacher recruitment interview generally includes three forms: on-site lecture, on-site trial lecture and on-site defense. Whether it is a trial lecture or a lecture, it is necessary to simulate classroom teaching. On-site defense can be divided into structured defense and unstructured defense (which will be introduced in detail later). The examination organization department chooses one or more ways to interview according to the actual situation in various places. For example, Shandong gives priority to lectures, Shanxi gives priority to trial lectures, and Anhui gives priority to structured defense. (It should be noted that the actual situation varies greatly from place to place, and the corresponding interview forms are also very rich. In some places, we only attend lectures and lectures, in some places, we set up unstructured defense after trial lectures or lectures, in some places, we only take structured defense, and in some places, we add skills tests on the basis of lectures or lectures when recruiting kindergarten teachers, such as music, sports, art and computer. )

To sum up, the interview of teacher qualification examination and recruitment examination can be divided into demonstration and defense according to the role and participation of candidates. The former requires candidates to mobilize all factors in the whole field from the perspective of a prospective teacher; The latter is mainly a question-and-answer type, and candidates need to follow the examiner's questions and give targeted answers. The following are introduced respectively:

(1) demonstration class

There are mainly two types of questions: trial lecture and lecture.

(1) Try to talk.

A. The significance of the trial lecture

Trial teaching is also called simulated classroom teaching. As the name implies, it is to complete the teaching design according to the specified topic within the specified time and fully display your classroom teaching skills to simulate the behavior of classroom teaching.

B. Comparison between teacher qualification interview and teacher recruitment interview

Similarities: The teacher qualification examination is basically the same as the trial lecture involved in teacher recruitment, which is different from the traditional teaching trial lecture. Examiners need to read more than just the teaching content from the trial lecture. The purpose of the trial lecture is not the course content itself, but a comprehensive assessment of candidates' basic teaching skills and ability to implement classroom teaching programs.

Difference: Different from the teacher qualification interview, in the open recruitment interview of teachers, some employers will arrange candidates to give lectures directly in the examination room, and the judges will evaluate them after listening to the lectures; However, some employers also arrange candidates to give lectures in the school classroom, not only by judges and professional teachers, but also by students. This form puts forward higher requirements for candidates, requiring candidates not only to speak well, but also to mobilize the classroom atmosphere and organize classroom teaching.

C. Focus of the trial

The focus of the trial lecture generally includes language expression, blackboard writing art, teaching content, teaching methods and teaching organization.

A. Language expression

Language expression mainly refers to the expressive art of oral and body language. The basic requirements of oral expression ability are clear articulation, fluent language, moderate volume, standardized teaching language, inspiring and vivid image. The basic requirements of body language are natural and generous, friendly eyes, natural expressions and gestures, and passion and enthusiasm.

B. blackboard writing art

The art of writing on the blackboard has several basic requirements: first, the handwriting is clear, neat and beautiful, and the colors are properly matched. There are no typos. Second, different levels of titles should have different stay time and reasonable position arrangement on the blackboard. Thirdly, the title and content are properly laid out, the explanation content is erased in time, and the teaching context is always clear on the blackboard.

C. Teaching content

The teaching content mainly includes the choice of content, the organization and order of content, the grasp and analysis of difficult and key issues, the choice of questioning skills and teaching methods. The content should be comprehensive, complete and without omission, while highlighting the key points, difficulties and key points; The learning arrangement of content should be from shallow to deep, from the surface to the inside, in line with students' cognitive laws; Teaching methods should be diversified and comprehensive, and appropriate methods such as analogy and questioning should be used.

D. Teaching methods

The basic requirement of teaching method is flexible and comprehensive display. For example, to learn new words, we should combine sound, form and meaning, and strengthen the form and meaning of words by enumerating, comparing and making sentences. If you use multimedia, you should improve the courseware, fully consider the characteristics of the trial lecture, don't take up too much teaching time, and arrange the time appropriately.

E. Organizing teaching

The specific content is manifested in determining teaching objectives, selecting teaching methods and implementing teaching design. In addition, it also includes testing students' learning attitude, cultivating students' interest in learning, and conducting multi-dimensional exchanges with students.

② lectures

A. The significance of the lecture

Speaking lessons means that teachers analyze teaching tasks, state teaching objectives and tell lesson plans according to educational theories, curriculum standards, teaching materials, students' situation and teaching conditions, and then let listeners comment on them, so as to achieve the purpose of mutual exchange and improvement. As the basic component of teachers' professional activities, lecture is the extension and expansion of classroom teaching behavior, and it is an important means and bridge for teachers to sum up teaching experience, find teaching problems and enhance teaching wisdom. In a narrow sense, lectures refer to the way teachers express themselves orally. Based on educational science and textbook theory, aiming at the specific characteristics of a class and taking teachers as the object, teaching research activities are carried out between preparing lessons and listening to lectures.

B, the focus of the lecture

The lecture mainly explains what to teach, how to teach, how to do it and why to do it. It can reflect the lecturer's educational philosophy, teaching skills and teaching style in a concentrated and concise way, better reflect the lecturer's teaching wisdom, raise his teaching practice to a certain rational level and solve the contradiction between teaching and scientific research, practice and theory. It is a teaching activity based on school, facing teachers and serving practice. Lectures are not limited by space, influenced by teaching progress, and will not interfere with normal teaching; At the same time, lectures are not limited by textbooks and grades, nor by personnel. They can go to schools or teaching and research groups. Candidates will be given a lecture scope before the exam, and candidates can prepare all the articles within the scope. Oral English class contains teaching objectives. Generally, there are two or three goals in a class, and the requirements are not high. There are only two or three teaching points and difficulties. Teaching steps are the key, you should tell all the steps you designed. In addition, after completing a step, you should also talk about the reasons for arranging this step, and you can also talk about your teaching principles and methods by the way. Speaking class focuses on evaluating the quality of candidates in mastering teaching materials, designing teaching plans, applying teaching theories and demonstrating basic teaching skills.

C. Lecture content

The contents of the lecture include: teaching materials, learning experience, teaching methods, learning methods, teaching procedures and blackboard writing. On teaching reflection.

A. Speaking of textbooks

In teaching, the teacher should first explain his understanding of the teaching materials, because a thorough understanding of the teaching materials can make a more perfect teaching plan.

Said the textbook includes three aspects:

First of all, a brief analysis of the teaching materials. On the basis of reading the textbook carefully, explain the position and function of the textbook.

Second, clearly put forward the specific teaching objectives of this class. The classroom goal is the teaching result to be achieved at the end of a class planned when preparing lessons. The clearer and more specific the classroom objectives are, the more fully teachers understand the lesson preparation and the more reasonable the design arrangement of teaching methods. We should avoid rigid rhetoric and analyze teaching objectives from four aspects: memory, understanding, mastery and application. The analysis of teaching objectives should be expounded from three aspects: ideological objectives, knowledge objectives and ability objectives.

Thirdly, it analyzes the compiling ideas, structural characteristics, key points, difficulties and keys of the textbook.

B. talk about learning.

Talking about the learning situation includes the basic situation of students learning this course and this textbook. Analyzing the identity and difference of teaching objects is the basic condition of teaching. Lecturers should have "someone in mind" and "knowledge in teaching" in order to make their teaching practical and targeted.

Generally speaking, the analysis of learning situation should focus on the existing knowledge and experience, psychological characteristics and learning style, and the analysis of students' basic abilities (mainly including self-study ability, thinking ability and practical ability, etc.). ) and personality development and group promotion.

C. Oral teaching method

Teaching method is teaching method, which includes the following categories: situational teaching method (creating problem situations, stimulating students' interest in learning, mobilizing students' internal learning motivation and prompting students to learn actively); Goal-oriented learning method (clear learning objectives, so that students have a clear direction and a clear purpose, and encourage students to actively explore and discover); Demonstration of experimental methods (by observing and analyzing experimental phenomena, reasoning and verifying material properties); Comparative method (inspiring students to know and acquire new knowledge); Discussion method; Induction; Reading methods; Combining self-study guidance with self-summary; "Ask questions, explore, communicate, summarize, read and explain".

D. Methods of speaking and learning

Learning method is learning method, including observation, induction, reading, association and reasoning.

E. Speaking of teaching procedures

Teaching generally needs to go through several main steps, such as guiding people, teaching new lessons, consolidating exercises, homework and putting forward research topics.

F. Write on the blackboard

Generally, blackboard writing can be divided into two parts: systematic blackboard writing and auxiliary blackboard writing. Systematic blackboard writing is a high generalization of teaching content, such as lecture outline, basic content, important conclusions and so on. Auxiliary blackboard writing is to briefly write some important concepts, terms or important time and place on the blackboard according to the teaching needs. System blackboard writing is generally written in an important position on the blackboard for a long time, while auxiliary blackboard writing is often erased while writing.

G. thinking about oral English teaching

First of all, the lecturer should comprehensively summarize the teaching situation of this class, and tell whether he has made progress in the teaching guiding ideology, whether he has broken through the outdated teaching concept, whether he has paid attention to the implementation of the new curriculum concept, whether he has embodied a brand-new correct view of students and teaching, and whether he has highlighted the students' dominant position in classroom learning.

Secondly, we should talk about whether our teaching methods and guidance to students' learning methods have improved and what improvements have been made.

Thirdly, talk about whether I have improved my teaching skills through a period of teaching and research, and what improvements have been made.

Finally, on the basis of profound introspection, I will tell my main shortcomings and improvement measures in this subject teaching.

(2) national defense

① Structured interview

Structured interview, also known as standardized interview or answering prescribed questions, is an interview method that asks questions to candidates according to a set of pre-designed test questions containing various evaluation factors, and gives candidates' scores on various evaluation factors according to candidates' answers.

In structured interview, the sum of the scores of each evaluation factor is the final score of the candidate's interview. In an interview, a topic generally includes several evaluation elements. Examiners don't score according to the questions, but according to the various abilities (that is, evaluation factors) reflected by candidates' answers. Finally, the scores of all evaluation factors are added up to get the interview results of candidates.

The types of structured interview questions mainly include:

A. Types of expertise

Many of these questions are aimed at the reported majors. For example, teachers who apply for middle school Chinese may encounter reciting classical Chinese, and candidates who apply for high school physics teachers may encounter related topics about high school physics theory. This requires candidates to be more careful and comprehensive when reviewing their majors, and at the same time pay attention to the ability to express what they have learned.

B. Theories related to education

Most of these topics are related to pedagogy skills, such as how to have a good class. The other is the analysis of educational phenomena, such as how to treat educational equity. Many of these topics are very similar to case analysis and discussion questions in educational theory. The difference is that candidates must explain their analysis of educational phenomena as comprehensively as possible in a short time, and at the same time be able to express it logically.

C. Other types of themes

It mainly includes the examiner's inquiry about the examinee's experience, work, family and other personal basic information. The main intention is to have a preliminary understanding of the candidates, and at the same time test the candidates' logic and expression ability. In addition, examiners randomly ask candidates about their understanding of social phenomena and related policies.

② Unstructured interview

After the candidate finishes the experiment or speech. The examiner will ask questions randomly or ask questions about the candidates' statements, and the candidates will answer the questions. This process is called unstructured interview. The problems include the cultivation of teachers' morality, educational theory, new curriculum reform and the basic knowledge of this subject. From the examinee's point of view, unstructured interview can better test the examinee's performance in coping with the pressure of the examination room. This kind of random questioning (or questioning) requires higher ability of candidates. From the examiner's point of view, this interview method can make a more comprehensive investigation of candidates, get more information with emphasis and give quick feedback. However, compared with structured interview, this method lacks consistent judgment standards, and the examiner's subjectivity accounts for a large proportion.