I would like to ask if primary school Chinese recruitment interview speaking classes should be divided into classes?

Teaching refers to a teaching and research activity in which teachers use oral language to explain the teaching ideas and basis of specific topics to leaders, peers or judges before class on the basis of lesson preparation. It is a pre-class rehearsal for teachers to transform the understanding of teaching materials, teaching methods and study method design into "teaching activities". Lectures and lectures have both similarities and differences. The similarity is that both are teaching materials for a class. The difference is: 1. The purpose is different. The purpose of class is to transform book knowledge into student knowledge, thereby cultivating abilities and providing ideological education so that students can learn; the purpose of lecture is to introduce the teaching ideas of a lesson to the listeners so that the listeners can understand. 2. The content is different. The main content of the class is what knowledge to teach and how to teach it. When giving a lecture, you must not only explain the main content mentioned above, but also explain why you do it. 3. The objects are different. The classes are for students. The target audience for lectures is leaders, peers, experts, and judges. 4. The methods are different. Class is a bilateral activity between teachers and students. Under the guidance of the teacher, it is completed through reading, speaking, discussing, practicing, etc. The lecture is mainly based on the teacher's own explanation. 1. The content of lectures There are many methods of lectures, including four, five and six, but they are always the same. They always explain clearly the teaching materials, objectives, key points and difficulties, processes, teaching methods and learning methods, theoretical basis and writing on the blackboard. practise. 1. Talking about the teaching materials - make it clear. When talking about the teaching materials, generally say three sentences - 1. What is the content of the teaching material? 2. What is the main content of this text? 3. What are the characteristics of this text. For example: "The Little Eagle Learns to Fly" is a text in the third volume of the Jiangsu Education Edition of primary school Chinese. It is a very interesting fairy tale that describes the process of the little eagle learning to fly with the eagle. Put forward new goals, so that Xiaoying understands that the sky is the limit, there is no end to learning, and we should keep making progress. The text structure is similar, the language is vivid, there are many dialogues, and the illustrations are realistic, which helps to stimulate students' interest in reading. 2. Talk about the goals - clarifying this link can also be expressed at two levels: 1. First, talk about the basis for setting the teaching objectives. There are generally three basis - first, the description of the three dimensions of the teaching objectives in the Chinese curriculum standards; 2. The first is the age characteristics of the students; the third is the characteristics of the teaching materials themselves. The second level is to specifically describe the teaching objectives. When describing the teaching objectives in detail, pay attention to the accuracy and specificity of the objectives. There are two methods of description. One is to describe the goals in three dimensions according to the new curriculum standards, that is, to express them from the three aspects of "knowledge and abilities", "process and methods", and "emotional attitudes and values"; The second is to think from these three aspects, but when expressing, the meanings of these three levels can be integrated together. When expressing specifically, we must always pay attention to the fact that we are "talking" about the lesson, and we must take care of the entire article, rather than just talking about one lesson. However, since it is impossible to be specific in both lessons, so the first lesson can Briefly talk about the objectives and focus on the second lesson. For example, the goal of "Eagle Learning to Fly" can be described as follows: In order to successfully complete the teaching of this lesson, I plan to teach it in two lessons. The first lesson mainly focuses on the recognition and writing of new words, reading the text correctly and fluently, and clarifying the context of the article. Next, I will focus on the teaching objectives of the second lesson. Based on the three dimensions of students' knowledge and abilities, processes and methods, emotional attitudes and values, combined with the dominant image thinking of lower-grade students and the strong interest of this article, I have determined the following teaching goals: 1. Be able to distinguish roles Read the full text aloud with interest, especially the three dialogues; 2. Grasp the key paragraphs, analyze the words and sentences, gain specific insights, and understand the meaning of the article; 3. Be able to practice the method of learning the first dialogue and self-study. Second, The third dialogue; 4. By studying the text, we understand the principle of endless learning and continuous improvement. 3. Talk about the key points and difficulties - accurate The determination of key points and difficulties should be based on the specific article. Generally speaking, they should be stated separately. When determining the key and difficult points, we should pay attention to the connection between the past and the present, look forward and backward, and have specific reflections in the teaching process, how to break through the key points, and how to break down the difficulties.

, Four explaining the process - actually explaining the process is the focus and difficulty of teaching. You need to make great efforts to explain this link well. In terms of time allocation for teaching, it will take at least 6-7 minutes to explain the process. Specifically, you need to Pay attention to the following points: 1. Outline and outline the framework - when talking about the process, pay attention to first outline and outline the main steps of the entire process (or describe it into several sections, several levels, and several parts), and then talk about it in detail Talk about each aspect. 2. Carefully craft the name - When designing the section name, you must carefully consider the words and sentences. Specifically, it is best to achieve four points for each title: first, the number of words is equal; second, the structure is similar; third, the hierarchy is clear; Fourth, the wording is avant-garde. For example: "The Destruction of the Old Summer Palace" - Wang Songzhou 1. Introduction of the topic and setting the tone; 2. Overall perception and sensitization; 3. Expanding the background and deepening understanding; 4. Situational writing to stir up emotions. "Little Sandy" - Dou Guimei 1. Start reading, there is emotion before the tune is formed; 2. Read through, and concentrate on understanding the text to move the true feelings; 3. Read in parallel, every word is related to emotion; 4. Study, put yourself in others' shoes and realize the deep feelings; 5. Read intensively, chew the text carefully and appreciate the words with emotion; Sixth, read vividly, write wonderfully and express the emotion in the book. 3. Explain the process in detail and appropriately - the teaching process is relatively large in information. It is not easy to leave a good impression on the judges in just a few minutes. Therefore, when describing the process, you must pay attention to the details. Slightly appropriate. Briefly speaking, the basic links should be as precious as gold; the key links (text key points, teaching points, teaching highlights, teaching characteristics), etc. should be explained in detail, and no expense should be spared and publicity should be made in order to leave a deep impression on the judges. 4. Choose the right incision to talk about theory - talking about design intention and theoretical basis are the top priority of teaching, and they are an important part of teaching that is different from attending class. Therefore, the theory must be carefully designed and the incision must be found accurately. When it comes to theoretical basis, it is not to say that the more the better, but to select the essence and point it out. Generally speaking, you only need to select five or six key points and briefly talk about them. The theoretical basis mainly comes from curriculum standards, educational psychology discussions, famous teachers' quotes, etc. Let's briefly talk about the curriculum standards as an example. 1. When designing a certain link for students’ diverse understanding, you can quote: Students’ responses to Chinese materials are diverse. We should pay attention to the edifying and infective role of Chinese and pay attention to the value orientation of teaching content. At the same time, we should also respect students’ unique experiences in the learning process. . 2. When designing a certain language ability training for students, you can quote: Chinese is a highly practical course that allows students to master the rules of using language in a large amount of Chinese practice. 3. When designing student group learning, you can quote: Students are the main subjects of learning and development, and we must actively advocate independent, cooperative, and inquiry learning methods. 4. Reorganize the teaching materials and refer to them when expanding the classroom: Chinese teachers should pay great attention to the development and utilization of resources and improve students' comprehensive Chinese abilities in many aspects. 5. When designing different forms of teaching strategies for teaching, you can quote: Teachers are the organizers and guides of learning activities and should flexibly use a variety of teaching strategies to guide students to learn to learn in practice. 6. When designing students to learn in their own favorite way, you can quote: Students are the masters of Chinese learning. Chinese teaching should stimulate students' interest in learning, focus on cultivating students' awareness and habits of independent learning, and encourage students to choose learning methods that suit themselves.