According to the basic structure of the national teacher qualification interview, there will be a 5-minute defense session after the trial lecture. The defense is the most flexible in the interview exam and can best reflect the comprehensive quality of the candidates. Specially for the candidates, the high score skills of "defense" in the qualification interview of mathematics teachers are presented. I hope candidates can master it flexibly and pass the test smoothly!
Defense-represents the examiner's further understanding of the examinee's personal information, professional knowledge, a teaching link in the trial lecture, teaching plans and other contents, as well as the teaching design concept. It can be said that the defense is a plus item in the interview to a certain extent, and candidates can show more abilities through some questions. This paper will combine specific examination questions, analyze the ideas of various answers in the defense of mathematics, and help the majority of candidates to answer the defense wonderfully.
From 20 12, the national examination for teachers' qualifications will be implemented. According to the collected real questions of the defense exam, we divide the defense questions into the following seven categories: personal information, professional knowledge and ability, professional teaching theory, teaching design, teaching implementation and teaching reflection. Below, let's break them one by one and grasp the answering strategy.
I. Personal information
This kind of question is mainly to understand the candidates by asking them something about their life, study and work. In the real question, "which school graduated?" What's your major? ""Have you ever worked in education? " "Is anyone at home a teacher?" "Do you have any experience in organizing activities? "and other content. Pay attention to sincerity when answering+the content of the answer is related to education+tell the truth. For example, "Is anyone at home a teacher? ",seeking truth from facts. You can explain what good influence family members or teachers at school have on your outlook on education and teachers, and then talk about your future career planning.
Second, professional knowledge and ability
This kind of questions generally ask questions about a specific knowledge point in the examination content, and there are three kinds: first, misunderstanding of the knowledge point; Second, it is scripted, lacking the extension of knowledge points; The third is to examine the candidates' basic mathematics knowledge reserve. What is the law of oral multiplication? Is it suitable to multiply three digits by one digit? ""What's the relationship between ratio and division and score? " "What are the characteristics of a linear equation with one variable?" "What is the essence of the judgment theorem that a straight line is parallel to a plane? "and other content. Pay attention to explain knowledge+reflect on remedy when answering. For example, "What are the characteristics of a linear equation? "The first step is to explain the knowledge: the equation is an equation with one and only one unknown number, and the highest number of unknown numbers is 1. The second step is to reflect on whether you have not fully understood your knowledge and how to strengthen your study in the later stage.
Third, professional teaching theory
This question is aimed at the examinee's understanding and understanding of professional teaching theory. What is the role of blackboard writing in mathematics teaching? "How to stimulate students' interest in computing? ""How do you evaluate students' classroom performance? "and so on. When answering, pay attention to answering questions+reflection and remedy. For example, what is the role of blackboard writing in mathematics teaching? The first step is to clear up the context of knowledge, attract students' attention and show their knowledge. The second step is to reflect on the design of blackboard writing and put forward perfect ideas.
Fourthly, teaching design.
This kind of questions aims to further understand the students' teaching plan and teaching links. What is the teaching goal of this course? "What are the emphases and difficulties of this lesson?" "What kind of knowledge do you want students to acquire through this course?" "What is your instructional design concept?" Wait for the content. When answering, I still pay attention to answering questions+reflection and remedy. For example, answer "What are the key and difficult points of this class?" At the same time, the first step is to answer the important and difficult points of the designed course content, and the second step is to reflect on how to break through the important and difficult points in teaching. If it doesn't stand out, then put forward a perfect idea.
Verb (abbreviation of verb) teaching practice
This kind of question is generally confused or interested in the handling of a link or detail in the trial. How do you organize students to have group discussion activities? "What part of your class reflects students' independent thinking?" "Why don't you draw with a ruler?" "Can students understand the operation steps you described? "and other content. When answering, you should still pay attention to answering questions+reflection and remedy. For example, how do you organize students to have group discussions? "The first step is to explain how to do it, the second step is to explain the benefits of group discussion, and the third step is to reflect on remedial measures.
Sixth, teaching reflection.
The investigation of such questions is to let candidates evaluate themselves before. In the real question, "analyze the advantages and disadvantages of the trial just now?" "Summarize your performance in the trial lecture in three sentences." "Reflect on my previous lecture." Wait for the content. Pay attention to solving problems when answering+later outlook. For example, answer "analyze the advantages and disadvantages of the trial just now?" At this time, the first step can be from the goal realization, classroom activity, diverse teaching methods and so on, and from the number of participants, blackboard design, disadvantages. The second step is how to improve the shortcomings in the later period.
Compared with the defense and trial lecture in the interview, the defense is to answer some questions randomly raised by the examiner in a relatively relaxed environment. I hope that the majority of candidates will relax their faces, listen to the meaning of the questions clearly, have a rigorous and well-founded language structure, show their best side, and let the examiner continue to maintain a good impression on the candidates with wonderful answers, so that the interview will end perfectly!