Teacher Recruitment Interview Lecture Process

The so-called "lecturing", as the name suggests, focuses on "speaking", so first of all, in the process of speaking, we must pay attention to the naturalness of language expression. The interview is a face-to-face communication, so there is no need to be too careful in language expression. Inflexible, you cannot change "speaking of lessons" into "reading lessons" or "reciting lessons". The language can be slightly more formal than usual communication, and you can choose some spoken words appropriately in the process of speaking. Secondly, we must pay attention to the fluency of the transitional language between each link. Many people refer to "lecturing" as "eight-legged essay" and believe that lecturing is nothing more than a few links. If these links are in place, the lecturing will naturally be successful. This view is extremely Wrong, each link is not just a few simple names, they are the components of our successful teaching: teaching materials and academic situation analysis are important prerequisites for us to interpret the text and do a good job in teaching. The determination of teaching goals and key and difficult points is the key to our teaching. Navigation marks and teaching methods are the best way for us to reach the other side. The teaching process is the stage to show our wisdom. The blackboard design is our carefully refined essence. If these links are compared to pearls, then the transitional language is to string these together. The thread of pearls, with smooth transitional language, can the entire lecture appear natural and smooth. Therefore, we must pay attention to variability in the expression of transitional language. It cannot be the same expression in every link. For example, in one link above, "targeted" is used. "The above situation", then you need to consider another way of expressing it during the transition to the next link. In the previous link, the content was stated first and then the design basis was explained. Then the order in the next link can be reversed. In a word, if you want to achieve the natural and smooth effect of teaching, you must achieve diversified expressions in language statements. When lecturing, in addition to being substantial and complete in content writing and natural and fluent in language expression, we also need to pay attention to the following issues: 1. Avoid writing too long and too detailed content. We need to carefully write and prepare lessons. However, this does not mean that we must spend all the preparation time on "writing". We must set aside a certain amount of time to sort out what we have written. Otherwise, we will be confused due to unfamiliarity during the speaking process. The content causes the problem of fluent expression. Secondly, the content should not be too detailed when writing. Overly detailed lecture notes will create dependence in the process of speaking, and ultimately turn "talking about the lesson" without writing it into "reading the lesson" according to the script. 2. Avoid too many catchphrases. When people are nervous, they use too many catchphrases in language, such as "um", "ah" and other modal particles, "right", "isn't it", "so" and so on. Fixed words appear many times during the speaking process. These mantras will reduce the overall lecturing effect. The best way to prevent this shortcoming is to slow down your language speed and focus on your own lecturing process instead of In the examiner's reaction, he took a deep breath and adjusted himself before entering the examination room. 3. Avoid no body language. The naturalness of speaking in class is not only reflected in the spoken language, but also the natural body language is indispensable. During the speaking process, it is most taboo to hold the lesson preparation manuscript in both hands and stand motionless, so it is best to speak in class. It is best to hold the manuscript in one hand and add some body language in a timely manner according to what is being said. Of course, no more than enough, there cannot be no body language or too complicated body language, such as doing the same action multiple times, or frequently walking back and forth on the podium. . 4. Avoid giving explanations without reasons. Another major feature of lectures is that you must not only state your design ideas, but also state your design reasons. Therefore, starting from the teaching objectives, you must pay attention to the design basis for each link. Explain that the lecture is different from the trial lecture. Its audience is peers, so the explanation of the reason is to let the examiner see your teaching philosophy