First, be modest.
The trial session of the teacher recruitment examination is essential, and what kind of attitude the lecturer should maintain is very important. In recent years, due to the increasing employment pressure and the improvement of teachers' status, more highly educated and high-level candidates are eager to join the teaching profession, and these people are easy to show an unpretentious attitude in interviews and trial lectures because of their superior conditions. Because the interviewers are experienced teachers, once the lecturer shows an arrogant or contemptuous attitude towards the interviewers, most of these candidates will be eliminated. No one is perfect, and there is no class. No matter how highly educated and experienced you are, no lecturer can be perfect. It is absolutely impossible for an interviewer not to find fault. Maintaining a modest attitude during an interview is the most basic requirement for candidates, and attitude determines everything.
Second, the key points are prominent.
The lecture content should be focused, which is the basic requirement. Candidates are not allowed to have all-around problems during the trial lecture. Unwilling to give up some questions that can't highlight the speaker's ability will only affect the interview results. If the examinee mentions all aspects of the text, the result can only be a scratch. Some candidates have carefully analyzed the steps of the author's introduction and article level during the trial lecture, but this can only be in vain. You can't concentrate on everything, and you can't show your specialties. However, there is a strict time limit for the interview trial, which is at least 15 minutes, and rarely exceeds 30 minutes at most. So how can a lecturer give full play to his best level in a short time, highlight his ability, stand out from many applicants and get an interview opportunity? The most important thing is that candidates try to highlight the key points of the text and achieve new lessons.
Don't talk too much about articles, but not too much. Some teachers have done some research on article learning. Therefore, when analyzing the text, they pay great attention to the anatomy of the article form, such as rhetoric, writing techniques, article characteristics, cohesion, description classification, classification and application of expression techniques, and article appreciation methods. These things are not forbidden, but they should not be the focus of the class. Lecturers should pay attention to such problems in the process of trial teaching.
Third, the content is pragmatic.
Many lecturers are masters and doctors who have just graduated from school. Because I am used to lectures by university professors, I am used to this teaching method. If they do not receive teaching guidance before the trial, it is easy to retain the teaching style of university teachers and ignore the needs of the audience during the trial. The teaching style of universities is quite different from that of primary schools and middle schools. If a lecturer pays too much attention to expanding his knowledge or explaining a problem, he is not suitable to be a primary or secondary school teacher and it is difficult to pass the trial.
No matter whether the interview conditions require a master's degree or not, the lecturer should pay attention to the pragmatic content of the lecture. The lecturer should pay attention to the in-depth understanding of the text while highlighting the key points of the text, and the teaching content should be deep and meet the actual needs of students. Dig deep into the key points, and then click on other parts of the article to tick off the overall idea of the article, giving people a sense of wholeness. Should not play too much, too much will dilute the theme. Or more directly, lectures are the same as writing articles, writing around the center (key points), and talking as little or no nonsense as possible. While digging deeply into the text, it is best to have original opinions on the ideological content of the text, which is the most difficult, important and can best reflect the level of the speaker.