First of all, I'm not very familiar with the textbook. Because of the rigor of mathematics, its inherent logic is very strong, and the knowledge points are almost one after another. Every lesson is almost the teaching of a knowledge point. Because I am not very familiar with the teaching materials, the knowledge points before and after the trial lecture are confused and cross, and the language expression is not very coherent, so that the knowledge points in my mind before can not be clearly presented. Therefore, candidates need to learn more textbooks, contact before and after, and gradually be able to control.
Secondly, the preparation is not particularly adequate. Preparation here refers to the familiarity of preparing lessons. The lesson preparation before the trial lecture is usually 30 minutes, and some candidates can't finish the lesson preparation draft even if it takes 30 minutes, which leads to confusion, unclear knowledge points and blunt content connection during the trial lecture. When preparing lessons, it is suggested to write a short case in 25 minutes, and then review the knowledge points in the lesson plan in your mind for 5 minutes. This requires candidates to strengthen the practice of trying to write simple cases.
Finally, the teaching design is not sufficient. This is also the most important and emphasized place. Every link and activity in teaching design should be related to the teaching content. The activity is to make students think better and stimulate their interest, not a decoration. Lecturer China would like to remind candidates to pay attention to the following points: First, the activities should be targeted. Activities are not arranged and carried out blindly, but in which link, that is, to serve that link, hoping to promote students' understanding and memory of knowledge through the arrangement of activities. Therefore, when we design activities for a certain part of the content, we should take the content as the center and not deviate from the theme. Second, activities should be linked to life. One of the requirements of the new mathematics curriculum standard is to closely connect with students' reality. Therefore, when choosing activities, we should try our best to contact with students' real life, and when giving examples, we should find materials from students' real life. This can stimulate students' interest in learning, at the same time make them curious about common things in life and promote the development of exploration desire. Third, let the students speak their thoughts as much as possible. The whole class is that the teacher keeps throwing questions, the students think and answer or discuss in groups to get the results, and then the teacher guides the students when they have nothing to say. This is the idea of heuristic teaching. Fourth, pay attention to the use of variants, especially in mathematics teaching, show students different positions or forms of the same figure, and don't let students form a unified collection, which is not conducive to students' learning.
I believe that candidates will pay attention to the above points during the trial lecture and stand out in the Heilongjiang teacher recruitment interview trial lecture.