First of all, it is very important to understand and organize the teaching materials. The textbooks used in primary school mathematics interviews are mostly local textbooks, and the topics of grades 3 to 6 are mostly selected (but there have also been cases where local textbooks are published by Beijing Normal University, but the interviews use topics published by People's Education Press, and the number of times is relatively small). Candidates need to borrow or buy these eight textbooks (the total value is less than that of 50 yuan) before the interview. Look through these textbooks and sort out the relationship between the knowledge points before and after. It is suggested that candidates can sort according to three categories: number and algebra, figure and geometry, probability and statistics, and mark the main content after the subtitle of each category, such as Beijing Normal University Edition-Number and algebra-Grade 4-Fractional Division-Actuarial (Fractional Division by Integer, Vertical Division). This can be a good way to clear your mind, know what you have learned first and lay the foundation for this class, and know that what you can't talk about in the trial is known. If the triangle area solution is used to introduce or explain the area of parallelogram, it will give the examiner an intuitive impression that the examinee is not familiar with the textbook at all, because the triangle area solution is obtained by cutting and converting the area of rectangle and parallelogram with graphics. Therefore, it is very important to take time to familiarize yourself with the teaching materials and sort out the knowledge points.

Then, the unique introduction can add color to the trial lecture. The interview time is 5- 15 minutes, and the examiner's first impression of the candidate has a direct positive relationship with the whole interview result, so the unique lead-in design is very important. Facing the students in grades 3-6, there are many ways to attract students' attention and arouse their enthusiasm for learning. Among them, the best way to create a bright spot is to set up situational lead-in, telling a story about four Tang masters and apprentices learning from the scriptures, the experience of an animal castle, the fate of a mathematics kingdom, the mathematics doubts of Yixiuge, the teacher's own story scene ... This language-oriented lead-in requires candidates to have good language organization and expression skills. When the weak candidates in this field master it, it is difficult to attract examiners by reviewing the old knowledge. Only when there is no other choice can it be expressed in the form of teacher-student interaction and questioning. Candidates can refer to the valuable introduction in the teacher's reference book and demonstrate in their own language. Practice more in front of the mirror, generous and natural, in line with the situation in primary schools. After watching more practice, you can gradually get familiar with this form and create your own style. For various courses, you can integrate them into the story and present them.

Secondly, the course content organization and link design are always the focus. Candidates must not hold the mentality that only teachers who teach primary school mathematics know how to do it, and other examiners are amateurs, because even if other examiners don't pay attention to the content before the exam, they can understand the important and difficult points, perceive the appropriate classroom rhythm by experience and design the appropriate links. In addition, they can see the real chapter directly by comparing with other candidates. Primary school mathematics textbooks are no more than two pages, with less content. However, due to the limited acceptance of primary school students, it cannot be taken for granted that the content is too simple, and students can understand it by talking casually. The teaching of the new curriculum needs to pay attention to the setting of links, arouse students' senses and enthusiasm, and pay attention to the explanation of knowledge points from shallow to deep, which has a sense of hierarchy. For example, when we talk about the arithmetic laws in numbers and algebra, we need to carefully pave the way: we can first design scenarios to guide students to calculate, and students' two different calculation methods will be the same. This link can make students feel that these formulas are valid, and then guide students to think and discuss what the characteristics of these formulas are, and then sum up the arithmetic laws and express them in letters. Finally, let the students do an exercise and feel that this arithmetic law can make the operation result easier.