High score requirements for interviews and lectures:
1, focus on the teaching process, others are simple.
The lecture consists of six aspects: teaching materials, learning situation, teaching objectives, teaching difficulties, teaching methods and teaching process. The six links have internal logical relations, and their positions cannot be changed. In 10 minutes, the teaching process focuses on other simple points. Don't forget the opening and closing remarks!
2, the important part of preparing lessons should be said more.
In short, the content of learning will be reflected in the teaching objectives and teaching process, which need not be emphasized here. However, the new curriculum requires teachers to educate people, teach students in accordance with their aptitude, and analyzing students is an important part of preparing lessons. You can say more.
3. Remember that the target audience is students.
The goal of the new curriculum is to improve students' core literacy. To replace the traditional "three-dimensional goal" with "four-dimensional goal", we must remember that the main body of the goal is students. Interlanguage is simple and natural, and there is no need to quote famous words. You spend a lot of time on interlanguage, focusing on one thing and losing another.
4. Teaching methods should be varied.
The pedagogy recited some time ago should be used, and the teaching methods include language transmission, intuitive perception, practical training and emotional cultivation. Generally, teaching, demonstration, practice and experiment are adopted.
5. Appropriate details and clear logic.
It usually takes 3 minutes from teaching materials to teaching methods, and the next 4 minutes are spent on teaching process design. Simply talk about the introduction of new courses, the consolidation of new knowledge and the arrangement of homework, while emphasizing the teaching of new courses. The key is to explain "why to teach like this", which is our traditional design intention.
Matters needing attention in interview lecture:
1, the lecture is too rigid and the performance traces are heavy.
This will make the examiner think that you are memorizing a manuscript and coping with the exam, rather than really giving lectures to students as a teacher.
2, the voice is too big or too small, and the tone is mild.
It's too loud. It seems deliberate. And the voice is too low to make people feel very depressed. Too low a voice will worry the examiner. Can the students sitting in the back hear you? But the tone is too mild to attract the attention of the listener, and it does not highlight the key points.
Turn your back on the examiner.
As we all know, the teaching-aided trial lecture is lifeless. It is not appropriate for either the examiner or the students to talk back to them.
4. The key points and difficulties are not prominent
As we all know, the 10-minute trial lecture is not a simple 10-minute class, it needs to be comprehensive and focused. However, some candidates are inevitably a mere formality, thinking that as long as the four-part teaching process is completed, there will be no substantive focus.