The main forms of teacher recruitment interview are lectures, trial lectures, defense and structured interviews. Each city adopts different interview methods. I have arranged various interview skills for you, hoping to help you.

1

Presentation skills

So-called? Talking about class? That is, discussions and exchanges between peers on the subjects taught. It can effectively reflect the basic quality of teachers and help to improve the quality of classroom teaching. Achieve perfection? Talking about class? , should pay attention to the following points:

First, the relationship between syllabus and teaching materials. The syllabus is a guiding document for education and teaching formulated by the state. Teachers should carefully study the guiding ideology and teaching principles in the syllabus before teaching, and take them as the theoretical basis for determining teaching objectives, key difficulties and teaching methods. Textbooks are compiled according to the syllabus and are also the main basis for students to learn. The teacher said that the class should be? Based on this? , able to control teaching materials and give play to teachers' creativity. Therefore, teachers should master the content of teaching materials, firmly grasp the relationship between teaching syllabus and teaching materials, think about the teaching content in combination with them, ponder over the editor's intention repeatedly, and give full play to their creativity in teaching design.

Second, the difference between lecturing and preparing lessons. Preparing lessons is a lesson plan carefully prepared by teachers on the basis of thoroughly understanding the teaching materials and mastering the syllabus. On the other hand, on the basis of grasping the content of the textbook as a whole, the teacher tells the ideas and steps of each link in the teaching process and the theoretical basis for taking these steps. To put it simply, the lecture is mainly to answer the question why I have to prepare lessons like this. Therefore, lecturing is not a simple summary of teaching plans by teachers.

Third, the details are appropriate. What should the teacher say when he is speaking? Details? We can't cover everything. We must expound the key and difficult points, teaching process and theoretical basis, and pay attention to other contents. A little? Say, what if you don't divide? Details? It will inevitably make the listener feel that the teaching difficulties are unclear and the teaching design is unreasonable.

Fourth, the difference between lectures and classes. Classroom needs the cooperation between teachers and students, which is a concrete teaching practice. Talking about classes is different. The lecture is sung by the teacher to a special audience (teacher)? The monologue is sung by the teacher to the teacher. It focuses on theoretical elaboration and is a special teaching research method to explore teaching methods and improve teaching quality.

Fifth, ask a few more questions. Why? . Teachers should keep asking questions in class. Why? I should make a satisfactory explanation. If you are in doubt about some questions, you should study the teaching materials carefully before the lecture, consult more materials or consult other teachers, so as to avoid the audience not understanding the lecture content correctly.

2

Trial teaching skills

1. preparing lessons: writing effectively? Trial lecture? teaching program

Within the specified time, the main consideration is how to write lesson plans more effectively, not just how to write more standardized, so candidates must think clearly about how to write lesson plans more effectively during the exam. The time for preparing for the exam will be different across the country. For the preparation time within 20 minutes in a short period of time, it is generally impossible to write all the text contents of 15-20 minutes, and you can only write an outline and write the key contents. The key contents include: unforgettable contents, ideas of trial lecture, key sentences in each link, cohesive sentences between links, contents of blackboard writing and so on.

Senior lecturer's suggestion: refine key sentences. When writing lesson plans at ordinary times, we should learn to accumulate sentences suitable for any content during the trial lecture, and refine these sentences in combination with the characteristics of the subject, so as to keep constant and adapt to changes.

2. Grasp the initiative of the trial.

The popular point of the trial talk is that students have no classes. Teachers should create a virtual teaching scene when trying to talk. You can talk to the judges as students and talk to the blackboard. Let the students watch the animation? , so to speak? This classmate speaks very well? ,? Do other students have different opinions? Therefore, the trial lecture can reflect the teacher's teaching philosophy and teaching quality.

Method 1: Smile at the students. We must always touch the eyes of all kinds of students. When eyes meet, students should be given affirmation, confidence and encouragement. Afraid? Respect at the same time? Teacher? Listen. See it at the same time? Teachers, so that students will feel that teachers are paying attention to themselves and follow their own ideas.

Method 2: Set questions skillfully. Problem design should consider not only the knowledge points of this course, but also the knowledge level and experience of students. When the teaching object is the key middle school students, don't ask some naive questions that can be answered without thinking. Obviously, the teacher is unqualified. Therefore, under the premise of considering students' knowledge level, the questions designed in the interview should have certain thinking value, and it is best to ask questions in combination with students' real life so that students can have something to say.

Method 3: Design interactive links. In addition to teachers' questions and students' answers, there are many interactive forms such as group discussion, classroom performance and case display. The choice of form depends on the content and target audience. It is worth noting that the premise of the interactive link is operability and feasible prevention? Formal interaction? . One effective interaction is more valuable than ten ineffective interactions.

three

Defensive skill

First of all, be familiar with the lesson plans.

Examiners often regard teaching design as the main direction of questioning and questioning, but as far as teaching design is concerned, there are many teaching objectives, teaching difficulties and teaching processes. And the first question is often? What are your teaching objectives/difficulties in this course? Therefore, many candidates are not familiar with the teaching plan, and they can't answer it for a while, which will give the examiner an impression that the teaching design is unfamiliar. Therefore, this requires the majority of candidates to be familiar with their own teaching plans, especially the teaching design part, not only to memorize the teaching objectives, what are the key and difficult points, but also to clarify the relationship before each link, such as? How do you determine your teaching objectives? At this time, you need to have a good understanding of the teaching materials and learning situation. In a word, teaching design is the general direction for examiners to ask questions, which must be mastered.

Second, soft errors should be remedied.

In the process of trial lecture, many candidates are still stressed or uncomfortable about the interview because of the tight time. There will be some mistakes in the process of trial lecture, such as common slip of the tongue, forgetting to evaluate after asking students, or writing wrong on the blackboard. This kind of error is called soft error, that is, an error caused by carelessness in the process of teaching implementation, which candidates can't detect under pressure. And this is also easy to become the examiner's question direction, such as:? You just refute a classmate's answer, so will he agree with other answers so easily? In this case, we must react quickly. We can admit our mistakes objectively first, and then talk about remedial measures. For example, you corrected that I was so nervous just now that I really forgot to respond to this classmate's answer. My initial thought was to point out the inaccuracy of his answer. If he doesn't agree, I will transfer to the whole class to discuss and understand the knowledge points together. ? The objective recognition of mistakes is to show the image of modesty, and the remedial measures are to dispel the examiner's doubts and prevent the examiner from continuing to ask questions and affecting the score. Of course, there is also a reflection link at the end.

Third, be humble when making hard mistakes.

Another common mistake is making some mistakes? Hard wound? That is to say, the most common mistakes that cannot be made are knowledge errors, such as the pronunciation deviation of English teachers, the wrong demonstration of Chinese teachers when writing strokes, and the imprecise definition of political teachers, which may cause examiners to question candidates. After all, the basic knowledge of the subject is one of the basic conditions of teaching. In this case, many candidates often think that selective neglect can avoid this kind of mistake, but it will only leave a worse impression on the rigor of the examiner's research. Therefore, if you encounter a hard mistake and have a clear understanding, you must admit it generously and modestly, and you can ask the examiner for a correct statement, reflect on it and leave a better impression. Of course, if you want to avoid this situation, you must do a good job in preparing lessons.

four

Structured interview skills

The first thing to say is the mentality problem: although we often use it? The process is more important than the result? Comfort yourself and others, but I have to say, who can really enjoy the process and treat the results calmly before the exam that determines the direction of life? No one can predict the result, but we must work hard in the process and pay no regrets. In addition, we must give ourselves positive psychological hints and make full use of them. Rosenthal effect? Go on firmly and confidently, and the result will not be too bad.

Secondly, I want to talk about the problem of language expression: for an interview, the most difficult thing is not necessarily that there is no idea to answer the question in your mind, but how to express what is in your mind clearly. The most common phenomenon among candidates is incoherent, speechless, repetitive and uttered words at the beginning of answering questions. Um, ah, then, next, that is to say? From beginning to end, the expression is stiff. Blink, scratch your head, frown, roll your eyes, shake your legs? There is no doubt that these body language and oral expressions will inevitably affect the interview results. How to solve these problems requires military simulation training and high-intensity speech practice. Only by turning elegant movements and standardized language into living habits can we really use them freely.

Let's talk about the main points of the answer: As we all know, interview questions are relatively clear. Comprehensive analysis, planning, organization and coordination, emergency response, oral expression? These words are too strange for candidates who have not participated in interviews or related training. How to quickly analyze the examination questions, clarify ideas and express them fluently is the most concerned issue for everyone.

What does lecturer China want to say here? Every shiny outside hides sweat invisible to others? Only high-intensity training and targeted guidance can make candidates? You don't know until you know This is a long and arduous process, and in this process, in addition to systematic theoretical study, it is essential to combine collective practice discussion with professional individual guidance, as the saying goes? You have apples, and I have apples. After we exchange, everyone still has only one apple, but if you have an idea, I have an idea. After we exchange, everyone has two ideas? And the interview just needs this kind of colorful thought to assist, so it also tells us that the interview should not be an isolated learning process, but a collective learning process.

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