What is the interview method for teacher recruitment in Longquan, Chengdu?

Sichuan teacher recruitment interviews have the following common forms: 1. Trial lecture 2. Trial lecture and defense 3. Lecture 4, lecture and defense 5, structured interview, etc. Teacher recruitment interviews generally include three forms: on-site lectures, on-site trial lectures, and on-site defenses. Whether it is a trial lecture or a lecture, it is necessary to simulate classroom teaching. There are two types of on-site defense: structured defense and unstructured defense. Depending on the actual situation in each place, the examination organizing department will choose one or a combination of methods to conduct interviews.

1. Definition of trial lecture: Generally speaking, trial lecture is to intercept the teaching content of a certain part of a class and let the teacher teach it. At this stage, trial lectures generally take the form of students-free classes, that is, teaching is conducted within a specified time (usually 10-15 minutes) without students. In essence, a trial lecture is a teaching practice activity. Implementers demonstrate their teaching ideas, teaching abilities and basic teaching skills by completing designated teaching tasks.

2. Evaluation elements and scoring standards for trial lectures

A. Ability to demonstrate teaching concepts When conducting trial lectures in the context of new curriculum reform, new teaching concepts must be demonstrated. For example: teaching goals need to be determined based on three-dimensional goals; teaching methods must use heuristic and discussion methods, give full play to the main role of students, and actively advocate independent, cooperative, and inquiry-based learning methods, instead of filling the whole class; teaching The content must also use new perspectives to explore teaching materials and reflect the teaching value orientation under the new curriculum reform concept, rather than talking about clichés.

B. Fragment teaching design ability. Teaching design involves teaching objectives, teaching key points and difficulties, teaching methods, and teaching steps. The most important thing to pay attention to is the teaching method and steps: the teaching method is the way to break through the difficulties and achieve the teaching goals; the steps are the specific operating procedures of the teaching method. Arranging the steps well can make the teaching process reasonable, smooth, orderly and layered. In teaching design, attention should also be paid to introduction design, question and answer design, and experimental design, and movable slides and other props should be integrated into the teaching clips to add color and splendor.

C. Virtual capabilities in teaching scenarios. There are no real students in virtual environment-based segmental teaching. Teachers must virtualize the teaching situation so that the teaching can be carried out realistically.

Commonly used methods: teachers can ask a student to read aloud, and after a pause, complete the virtual reading scene by evaluating the strengths and weaknesses of the student's reading aloud; teachers can ask a question for a student to answer, and pause for a moment. Finally, the virtual question-answering situation is completed by analyzing the student's answers; students can be allowed to discuss and patrol the classroom for a while, and complete the virtual discussion situation by commenting on different viewpoints. Scenarios such as virtual arguments, virtual questioning, virtual debates, and virtual activities can also be used to make classroom teaching interactive between teachers and students, students and students lively and lively, giving people the feeling of being there. Virtual teaching situations can be created through the teacher's verbal language, body language, pauses, etc. to reproduce the real teaching situation. Do not use prompts to explain.

D. Teacher’s mentality.

The role in the trial lecture is different from the role in the lecture, and it is not exactly the same as the role in the lecture. This role shift requires teachers to adapt quickly. At the same time, due to the virtual nature of the trial lecture implementation process, strong performance capabilities are also required. Therefore, you need to have strong adaptability and be able to adjust your mentality in time so that you can enter the role of fragmented teaching as soon as possible.

E. Personal qualities: blackboard writing (calligraphy skills), standard reading (reading aloud level), quoting from other sources (knowledge), natural teaching style, full spirit, and overflowing passion.