Interview skills in mathematics;
I. Professional knowledge
Knowledge is the source of strength, and nothing can be separated from the support of theory. As the saying goes, students need a glass of water, and teachers need a bucket of water, even a steady stream of running water. Only when knowledge is in place is the first step to success. Everyone can't fall down at the first step of the interview. How can knowledge be put in place?
First of all, we must understand the teaching materials, know what each volume of primary school, junior high school and senior high school is about, have a comprehensive grasp of the teaching materials, and have a good idea of which volumes are the focus of the exam; Secondly, we should learn to form a knowledge system and framework, and know that mathematics is divided into four modules: number and algebra, graph and geometry, probability statistics and comprehensive inquiry. Teacher qualification certificate and teacher recruitment are mainly based on quantity and geometry, and the interview of teacher qualification certificate is extensive and involves a large area. Thirdly, we need to understand the principles of number and algebra, such as the position of decimal point in fractional division, the estimation of commercial methods, the derivation of formulas in geometry and the ins and outs of knowledge; Finally, learn to analyze the teaching materials, the role of each section and each part, and the information extracted from some life cases in primary school mathematics can be set as lead-in. What some little angels said and grandpa said is the core summary of this lesson, and it is also the focus and difficulty of teaching.
Second, teaching methods.
Good teaching methods can get twice the result with half the effort. Only good teaching methods can attract students, attract examiners, highlight students' dominant position and make the classroom vivid and true.
First, we should be familiar with the new curriculum standards and know that teachers are the organizers and guides of teaching and students are the main body of learning. All teaching activities should be based on students' independent inquiry, so that students can feel the happiness of successful inquiry. Second, we should integrate theory with practice, grasp students and start with life examples to improve students' enthusiasm for learning and participation. After knowledge is produced, it should be applied to life, and it is felt that mathematics comes from life and is applied to life, thus subtly stimulating students' interest in learning mathematics.
Third, change the original teaching mode, only know spoon-feeding and indoctrination teaching, learn more advanced teaching methods online, join games, hands-on operation, group discussion and other ways to realize learning, learning, loving and using mathematics.
Third, the examination mentality.
Interview is often a highly competitive exam, and it is inevitable that there will be various pressures that will affect the state and performance of the exam. Know yourself correctly, know the interview correctly, improve your self-confidence, and show your best side to the examiner.
First of all, know yourself correctly, know what you lack, make improvements before the interview, make full preparations, and don't think about the gap between yourself and your opponent and the strength of your opponent. Everything is an objective factor that cannot be changed and expected, so only by improving yourself can we face it with more confidence; Secondly, according to the announcement and the test results over the years, make reasonable arrangements and plans. Don't make a plan that can't keep up with the change. If you are not serious, it will lead to panic. You have some ideas to do what you can, do what you can. Finally, everyone will be nervous during the exam. Try to relax and take a deep breath before entering the examination room. The reason for nervousness is that there is less practice and less opportunity to speak in front of everyone. The core problem is to care too much about your image, show shameless spirit and behave well. Anyway, in just a few minutes, life is like a play, all by acting.
Fourth, the posture and attitude of teaching.
To put it simply, you should look like a math teacher as soon as you get on the podium, so that the examiner feels that the external image is a teacher. During the lecture, some gestures, language, expressions and actions all show the charm of the math teacher's rigor and erudition.
First, gestures should be in place, such as clicking, paddling, pressing, praise and encouragement, etc., to cooperate with teaching from the heart and naturally show praise to students; Second, the expression is in place. ......
Common interview teaching methods in mathematics;
Interpretation of the law
Interpretation is a teaching method to explain or demonstrate mathematical concepts, principles and formulas. In math class, teachers mainly explain orally and write on the blackboard simply, and students' main activities are listening, thinking, focusing on recording and doing exercises. It is mainly used for the beginning of new units, the introduction of new concepts, the conclusion of new propositions, the induction of new knowledge and the centralized answer of students' questions. The biggest disadvantage of interpretation method is that it is difficult to give feedback in time, and the target object points to the majority, which is not conducive to the development of gifted students and the transformation of students with learning difficulties.
Practice method
Practice is a teaching method in which students repeatedly complete certain actions or activities under the guidance of teachers in order to consolidate their knowledge and form certain skills and techniques. Its characteristic is that students can not only actively perceive and master mathematical knowledge and methods, but also develop their thinking ability in practice. The content of the exercise should be closely related to the teaching requirements and the purpose should be clear. The form of exercise can be written, oral, question and answer and practical operation. For example, when explaining "geometric series", it can be consolidated and improved through certain exercises.
Demonstration and test methods
Demonstration is a way for teachers to guide students to acquire perceptual knowledge through observation by showing objects, models and other intuitive teaching AIDS. For example, when explaining cuboids and cubes in primary schools, you can show cuboids and cubes in your life.
Experimental method refers to a teaching method in which students experiment with some specific materials or learning tools under the guidance of teachers to find out the nature of objects or the answers to questions.
The characteristics of these two methods are: teachers demonstrate the objects and relationships of abstract concepts with teaching AIDS, or students manually operate some learning tools, which can make abstract concepts concrete and visual and help students understand and understand.
Group discussion method
The mode of group discussion is to divide students into groups of 4-6, and carry out learning activities through independent thinking and cooperative communication. Every student participates in learning activities as a cognitive individual and a social individual. The learning atmosphere and knowledge in the environment play an important role in the learning process; The result of group activities is regarded as the achievement of each member (whether it is success or failure). The core of group discussion is to advocate problem-based cooperative learning among students.