The answer is high! ! ! What is the content of yingde city teacher recruitment examination?

Speaking class is a comprehensive embodiment of a teacher's professional quality and cultural theory level. Speaking lessons is different from preparing lessons and attending lectures. It is a comprehensive art based on the speaker's personal accomplishment, with the clever use of teaching methods and means as the core, and with the external performance of showing the speaker's artistic image and style. Its basic requirements mainly include the following four aspects:

1. Oral requirements

① Language expression is required to be accurate, fluent, vivid and vivid.

The language expression of the lecture must be correct, the words used should be appropriate, the syntax should be standardized, popular, clear and concise, and the language should be coherent and vivid.

The so-called "correctness" means accurate application of concepts, scientific judgment and logical reasoning; The so-called "proper use of words, standardized syntax, easy to understand, clear and concise" means to choose words reasonably, conform to the language habits of modern Chinese, be simple and not fancy, use more common words and sentence patterns in spoken language, use less obscure terms, minimize redundant language information, and be not cumbersome, repetitive and rambling. The "coherent and vivid language" here means that the language expression of lectures should be smooth and not stuttering, the language should be literary and interesting in simplicity, be good at description, visualize abstract concepts, make abstruse truths simple, and narrative reasoning is like a trickle flowing with gentle and beautiful water.

② Language humor and sense of rhythm are needed.

The original meaning of humor means funny or ridiculous and meaningful. This is a language art. Humor in speech language is expressed by the speaker through metaphor, exaggeration and humor. The degree of humor in spoken language reflects the speaker's ability to master the language. Proper use of humor in a speech can make the listener understand the content of the speech in a relaxed and lively atmosphere, gain a distinct impression, and thus optimize the effect of the speech. The speaking language here should be full of rhythm, that is to say, the speaking language should have rhythm, the fast is fast, the slow is slow, and the low is low. It is impossible to have the same tone and intonation from beginning to end. Of course, the change of the tone and language rhythm of the lecture should also depend on the content of the lecture, not arbitrary. For example, in the article "Jiang Jie", when talking about the cruel persecution of Jiang Jie by the enemy, we should use an angry tone, and when talking about the contents of the letter sent by comrades to Jiang Jie, we should slow down our speech, showing the comrades' infinite respect for Jiang Jie's noble character and infinite concern for Jiang Jie's persecution. In a word, it is not only the requirement of speaking language itself, but also an important means to say good words to grasp the rhythm of speaking language properly and use the humorous art of language reasonably.

③ Require the comprehensive use of multiple languages.

The object of lectures is not students, and the process of lectures is not the process of imparting knowledge. The process of teaching is a narrative process in which teachers talk about what to teach, how to teach and why to teach. It is obviously inappropriate for some teachers to lecture like a class. Oral English class should focus on oral English, and then comprehensively use classroom teaching language and reading language. Narrative language refers to an objective declarative language. "Talk", that is to say, talk about things and be reasonable. It is a monologue speech activity of the speaker facing the listener. Its characteristic is that the output of language information is one-way, without the verbal cooperation of the audience. Moreover, monologue language does not use conversation, questioning method and comparative discussion, but only relies on monologue activities to clarify things. The use of this language should be the main reason for giving lectures, because monologue language is convenient for the lecturer to systematically introduce his own teaching ideas and theoretical basis. Of course, this does not mean having classes, just using one language is enough. On the contrary, lectures also require the comprehensive use of multiple languages. For example, when talking about teaching program design, because it is about how to teach, in order to let the listeners hear clearly how the classroom teaching is implemented step by step, they need to put themselves in the classroom teaching situation, just like the actual classroom teaching, talking, reading, asking and chatting, and the whole process should be based on the use of classroom teaching language. The so-called classroom teaching language here refers to the language used by teachers in the process of imparting knowledge and skills to students in class. Generally speaking, teaching language should be used not only in teaching program design, but also in the introduction of classroom teaching, and also in the summary of classroom teaching. Only in this way can people in the listening and speaking class feel immersive and increase the feeling effect of classroom teaching. At the same time, when talking about teaching procedures, it is sometimes necessary to use reading language. The so-called reading language is a language that uses various intonations and tones to read words aloud, which is widely used in primary school reading teaching. If the speaker can properly use the reading language according to the content of the material and the thoughts and feelings to be reflected in the speech, he can increase the sensibility of the speech and produce good artistic effects.

2. Requirements of lecture content

(1) requirements are correct.

Correct content is the most basic requirement of primary school oral Chinese, which mainly includes two aspects. First, the analysis and understanding of the textbook, including the center, structure, writing characteristics, key points and difficulties of the textbook, and the teaching objectives to be achieved through the textbook must be correct, which can reflect the high scientific nature of the textbook; Second, when dealing with teaching materials, that is, describing the teaching process, there should be no intellectual mistakes. The nouns, terms and concepts involved must be correctly explained and expressed, and the knowledge taught must also reflect the objective facts and their regularity. In other words, the cultural and scientific knowledge taught should be absolutely accurate, and there is no negligence or mistake in science.

It is very important that the content of primary school oral Chinese class is correct, which is the premise of a good class. The application of all teaching arts is based on the correctness of teaching content. If the content is false, it means that students will receive the wrong information in classroom teaching, which is the last thing that should happen and the most thing that should be avoided in oral class.

② The operation was complete and systematic.

Oral Chinese classes in primary schools generally have a basic requirement for content and what to talk about, such as syllabus, teaching materials, teaching methods, learning methods, writing on the blackboard, exercise design and theoretical basis, which are the basic contents that oral Chinese classes usually need to talk about. All the basic contents of the lecture should be mentioned in principle, because the lecture content itself is a closely-structured network system with multi-level internal relations, and each part of the content has its own important position and role in the overall network system of the lecture content. The incompleteness of any part of the content may damage the overall function of this network system in completing the teaching task. Of course, this does not mean that every part of the content needs to use power equally. On the contrary, in lecture activities, sometimes due to time constraints or the need to highlight key points, some contents are not only needed, but also should be slightly talked about. This is the flexibility in dealing with lecture content. But to say a little, you can say a little or less, on the premise of not damaging the integrity and systematicness of the content, otherwise it will affect the quality of spoken Chinese in primary schools.

(3) The content should be orderly and coherent.

What is "preface"? "Order" is order, order. Order is determined by the internal relations of things. Orderly things are more convenient and more conducive to people's understanding and grasp. The lecture of primary school Chinese is different from literary creation, and it can be described forward or backward at will. Although it is not absolutely fixed, it must be said step by step in its own inherent order and cannot be misplaced and reversed. For example, teaching materials are always placed in front of teaching methods and learning methods, and learning methods are always placed behind teaching methods and cannot be moved to the front of teaching methods. In other words, teaching materials, teaching methods and learning methods are always mentioned first, and then the teaching effect is discussed. This is by no means a rigid procedure, but a reflection of the logic of the lecture process. Therefore, when talking about Chinese lessons in primary schools, the content should be clear, coherent, logical, reasonable, fluent and close, so as to provide practical guarantee for the overall optimization of the teaching process.

(4) The requirements are detailed and focused.

Highlighting key points is an important way to realize optimization. The focus of primary school Chinese lectures generally contains two meanings, one is the overall focus of the content, and the other is the focus of the teaching materials. The so-called overall focus of the content refers to the part that best reflects the essential characteristics of the lecture, that is, the part of "how to teach" and "why to teach like this". Especially because the teaching ability and level of the lecturer are comprehensively reflected in the teaching material processing, this part of the teaching process in the lecture needs to be elaborated in detail. Explain clearly what links are in the teaching process, how these links are arranged step by step, what is the content of each link, how these contents are implemented step by step, and so on. The second point in the sense of lecture refers to the key and difficult points in the textbook. These key points are often the essence of teaching materials, which students must master. Difficulty is an obstacle caused by the limitation of knowledge and ability in the process of acquiring a certain part of knowledge or skills. Any such emphasis or difficulty also needs to be discussed in detail. Whether the details can be detailed or omitted not only reflects the maturity of the lecturer's teaching skills, but also shows the accuracy of the lecturer's understanding of the teaching materials and the skills of actually handling the teaching materials. Only by grasping the key points and highlighting the key points will the classroom be wonderful and unforgettable.

3. Requirements of combining theory with teaching practice in lectures.

The requirement of combining theory with teaching practice in primary school Chinese class is determined by the main characteristics of primary school Chinese class. The main feature of Chinese teaching in primary schools is to emphasize "reason", that is, not only "what to teach" and "how to teach", but also "why to teach like this". This "why to teach" is the educational theory, which involves a series of basic educational theories such as syllabus, teaching materials, learning situation, pedagogy, psychology and teaching methods.

Implementing the requirement of combining theory with teaching practice in primary school oral Chinese activities ensures that teachers' classroom teaching can be carried out under the guidance of educational theory, thus providing favorable conditions for optimizing classroom teaching and improving teaching efficiency. It also makes empirical practical teaching activities become a scientific research and research-oriented teaching inquiry process, and makes educational theories constantly verified and developed in the process of teaching practice.

In primary school oral Chinese activities, we should implement the requirement of combining theory with teaching practice. First of all, we should correctly understand and handle the dialectical relationship between theory and teaching practice. Teaching theory and teaching practice are unified in essence, but the actual situation of teaching practice is quite different because of the universality of theory. Therefore, sometimes, some practices in teaching practice are feasible in theory, not feasible in practical teaching, and sometimes unreasonable in theory, but feasible in practical teaching. If we copy educational theory unrealistically, it will become dogmatism in teaching, resulting in the disconnection between educational theory and teaching practice. As far as lecture activities are concerned, it is required to attend lectures on the content of lectures, and through this teaching practice, educational theory will be closer to teaching practice, so as to gradually achieve the dialectical unity of theory and practice. Secondly, to deal with the combination of theory and teaching practice, we should not talk about teaching practice mechanically and in isolation, but organically, and this "combination" should be natural and have some inevitable logical connection. Don't talk about theory for the sake of talking about theory, let theory serve teaching practice and become the scientific basis for implementing teaching practice, so that listeners can know both why and why. In addition, when talking about theory, we should grasp the degree of "depth". Shallow, just touch and go, like a label, of course not good; "Deep", whether it is necessary or not, whether there is direct contact, should avoid moving out all the theoretical basis that can be moved out. In a word, it is an important condition and the most basic requirement for a good class to be reasonable, scientific and unwilling, and to combine theory with teaching practice organically and naturally.

4. The requirements of the unity of lectures and classroom teaching

The requirement of the unity of lectures and classroom teaching is determined by the purpose and task of lectures. The ultimate goal of the lecture is to optimize classroom teaching and improve teaching efficiency, which is consistent with the goal pursued by classroom teaching. For pre-class lectures, the teaching process in lectures is not only the theoretical planning and design of classroom teaching, but also the implementation and verification of these plans and designs through classroom teaching. If it is an after-school class, it is a symbol of classroom education in a sense. The particularity of the connection between lectures and classroom teaching determines that lectures should be unified with classroom teaching. All the principles that need to be followed in classroom teaching must also be followed. For example, classroom teaching needs clear objectives, so it is also necessary to make clear what the teaching objectives of this class are, what knowledge students should master and what intelligence they should develop; Classroom teaching requires a reasonable and compact structure, which conforms to the principle of system theory, and the teaching procedures in lectures should be closely linked and logically rigorous; Classroom teaching needs appropriate teaching methods, so when choosing teaching methods, we must be cautious and try our best to choose the teaching method that suits us best.

It is very important to implement the requirement of the unity of lecture and classroom teaching in lectures, which can effectively avoid the tendency of theory divorced from reality in lectures and make lectures really play a role in improving classroom teaching effect.

5. Other requirements of the lecture.

Lecture is not only a concentrated expression of the teaching quality of the lecturer, but also a comprehensive art. Other requirements for lecture are:

① Be creative.

Creativity is the soul of art and the common feature of all arts. Zankov said: "The so-called creativity is an ambition to keep moving towards something more perfect and fresh, and to realize this ambition. Tomorrow must be better than today, which is the motto of a creative teacher. " As a comprehensive lecture art, creation is also very important. It should be flexible and tell the characteristics of the lecturer, which is the fundamental reason why different lecturers will have different lecture effects. If you stick to the map, stick to the rules and regulations of lectures, lectures will become a totem of thousands of people, without any vitality and charm. Therefore, we must pay attention to give full play to our own strengths in class, and strive to expand our creative space and show our own characteristics without violating the principle of class. For example, according to the specific situation, we can adjust or expand some links in some lectures, design some unique and wonderful leads, and use a variety of teaching media artistically.

(2) Control the rhythm of lectures.

In the actual lecture activities, there are sometimes three situations: one is that the prescribed lecture time is up and the lecture is not over yet, so there is "procrastination" in the lecture; The second is "loose before tight", that is, the lecture is slow from the beginning and there is no sense of time. Later, I found that time was running out and there was still a lot to say, so I suddenly accelerated my speech in a panic, sentence by sentence, regardless of whether others could hear me clearly or not, and finally ended in a hurry. The third situation is opposite to the second situation, that is, "tighten first and then loosen". At first, you spoke very fast, then the content was almost finished, and there was still a lot of time left. The lecturer had to ramble or deliberately slow down to get enough time. These phenomena will seriously affect the overall effect of lectures. The process of teaching is like playing a tune, so we should pay attention to controlling the rhythm from beginning to end. Before the lecture, we should make a rough estimate of the time required for each part of the content according to the time specified in the lecture, so as to know fairly well. In the process of specific lectures, we should try our best to give lectures according to the planned time and avoid stepping on watermelon skin. The speed of speech should be consistent, so that the whole lecture process is unified and harmonious, without panic or tension, and all contents should be finished in an orderly manner within the specified time.

③ Pay attention to the way of teaching.

In order to make the lecture highly artistic, it also requires the speaker to pay attention to the etiquette of the lecture, such as neat appearance, friendly and natural teaching attitude, relaxed conversation and proper use of body language.

Beautiful speech etiquette is also an important art of speech, which can give the audience visual and auditory beauty, thus making the speech more artistic. Speaking in class, the speaker should be relaxed and natural, but he can't dance like a speech; Be solemn, but not stiff and not too serious. The teacher said that the position of the class is generally fixed, so don't move around more. You can't just stare at the speech, you should establish eye contact with the listener, and its eyes and eyes should be very natural. In a word, the art of lecturing is the embodiment of the lecturer's profound teaching attainments and is based on the lecturer's personal quality cultivation. It requires the speaker to have proper posture, movements and expressions, and to use body language such as eyes, expressions, gestures and postures appropriately. Try to be dignified and decent without being stiff. Although you can talk and laugh, you can't be ridiculous; Although it can be humorous, it can't be vulgar and shallow.

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