Interview simulation teaching is a link often used by personnel and education units in the interview process of recruiting teachers. Generally, it is organized and implemented by the person in charge of the relevant unit, and some teaching and research section directors also participate in the interview. Teachers are a special profession, and it is impossible to judge and identify the true ability of candidates only through resumes. Under normal circumstances, the school will have a special person to organize interviews and lectures, often after several rounds, one after another. The trial lecture in the interview simulation class is mainly to roughly evaluate whether the candidates have the basic qualities and skills needed for the teacher position, which plays a primary screening role. Usually a complete class is not taught, and it usually takes 10- 15 minutes. The form of impromptu proposition is often used to test candidates' ability to control a course.
The simulation teaching of ability test is generally carried out in schools, and the number of people participating in this link is greatly reduced. Generally, the content of a class will be arranged. There are two ways: one is to give a proposition lecture by arranging courses and chapters; One is a freestyle experiment that specifies courses but does not specify chapters.
Second, the difference between simulated classroom teaching and conventional classroom teaching
(A) the object is different
Simulated classroom teaching is to judge whether the content taught by the candidates is appropriate by expert judges during the interview, and at the same time observe and study the candidates' every move, criticize the candidates' lectures, judge whether the candidates are successful in the interview and decide whether the candidates can be hired. This situation will make candidates feel invisible pressure.
The object of regular classroom teaching is students. Teachers have certain psychological advantages and will not form great pressure. At the same time, teachers and students cooperate tacitly, the teaching content has certain coherence, and students have certain expectation psychology.
(B) the purpose is different
Conventional classroom teaching is gradual, and achieving the teaching goal is the ultimate goal. The quality of a teacher's lecture is not judged by a single 10 minute or one or two classes, but by a long time. For example, doing students' ideological work, correcting students' learning attitude and teaching students learning methods. It is a kind of foreshadowing of "sharpening the knife and cutting wood by mistake". The simulated classroom teaching is based on the teaching content and environment, which is inseparable from the teaching process and must achieve certain teaching results. But the ultimate goal is to show that you have the potential to be an excellent teacher, and try to show your best side in a limited time, so that the judges can appreciate you and finally hire you.
(C) the different arrangements of teaching content
During the interview, the time to show your talents is very short. This time value is uncertain, long or short, sometimes just a few minutes, or casual movements or eyes. Candidates should let the judges listen to you carefully, keep an expectation and even listen to your interest. Always show your talents with high quality. To this end, candidates can use the time-space segmentation method. For example, "We talked about it last class ... through preview, we have a preliminary understanding ... Today we introduce it ..." "We just learned it ... Let's talk about it ..." This will attract the judges to another teaching session in ten seconds and fully display their different teaching talents. In addition, the arrangement of teaching content should not be greedy, and lectures should be given as much as possible. We should not insist on explaining the ins and outs of every relevant knowledge point clearly, but learn to intercept the relatively independent side. But the time of regular classroom teaching is generally fixed. The most important thing for teachers is not to show their talents, but to impart their knowledge and skills to students. The key point is to increase students' knowledge and inspire their thinking. In the process of specific explanation, we should also pay attention to the distinction.
(D) the teaching organization is different.
The simulated classroom is the same as the general classroom in teaching design, such as determining the teaching content, teaching objectives, teaching methods and teaching process. In the process of teaching, the organization and communication of eyes and the transmission and extension of body language to teachers' thoughts also exist. But the most fundamental difference is that the ultimate goal of trial teaching is to select candidates. Similarly, this difference in teaching mainly has the following aspects.
1, organizational importance difference
General classroom teaching is a daily teaching in which teachers and students gradually get to know each other and form certain thinking habits through teacher-student interaction in the long-term teaching process. Simulated classroom teaching is the lack of sufficient understanding and emotional support between teachers and students. In addition to the fascinating lecture content, special attention should be paid to organizing teaching. In the process of organizing teaching, consider the feelings of the following judges, observe their emotional reactions, and adjust the teaching in time.
2. Differences in organizational art
In regular teaching, the teacher's eyes look directly at the students' eyes, which is a "silent" teaching language. When simulating classroom teaching, there are judges under the stage, and the candidates' eyes should not be aggressive, which will directly affect the candidates' image in the eyes of the judges. You should briefly sweep the part between each other's eyes and mouth to show respect and concern for each other.
3. Differences in organizational forms
Conventional teaching has many organizational forms such as inspiration and discussion, and the teaching effect is very good, but it takes up a lot of time, and some of them need the support and cooperation of several classes to complete. Therefore, the time for interviewing candidates for simulated teaching is limited, and these methods should be properly controlled in the process of trial teaching to avoid the embarrassing scene of uncooperative.
Third, the main assessment links of simulated classroom teaching
All the candidates are faced with the same problem-how to highlight their strengths in a limited time and get the recognition of the judges. In the review, the judges pay attention to the vitality, ability and potential of the candidates. The judge represents the employer. During the examination, the examination forms may be different, but the focus of the examination is the basic teaching skills, which generally include language expression, blackboard writing art, teaching content, teaching methods, teaching organization and so on.
(A) language expression
Language expression mainly refers to the expressive art of oral and body language. The basic requirements of oral expression ability are clear articulation, fluent language, moderate volume, standardized teaching language, inspiring and vivid image. The basic requirements of body language are natural and generous, friendly eyes, natural expressions and gestures, and passion and enthusiasm.
(B) the art of writing on the blackboard
The art of writing on the blackboard has several basic requirements: first, the handwriting is clear, neat and beautiful, the colors are properly matched, and there are no typos. Second, different levels of titles should have different stay time and reasonable position arrangement on the blackboard. Thirdly, the title and content are properly laid out, the explanation content is erased in time, and the teaching context is always clear on the blackboard.
(3) Teaching content
The teaching content mainly includes the choice of content, the organization and order of content, the grasp and analysis of difficult and key issues, the choice of questioning skills and teaching methods. The content should be comprehensive, complete and without omission, while highlighting the key points, difficulties and key points; The learning arrangement of content should be from shallow to deep, from the surface to the inside, in line with students' cognitive laws; Teaching methods should be diversified and comprehensive, and appropriate methods such as analogy and questioning should be used.
teaching method
The basic requirement of teaching method is flexible and comprehensive display. For example, to learn new words, we should combine sound, form and meaning, and strengthen the form and meaning of words by enumerating, comparing and making sentences. If you use multimedia, you should improve the courseware, fully consider the characteristics of the trial lecture, don't take up too much teaching time, and arrange the time appropriately.
(5) Organizing teaching.
The specific contents include: determining teaching objectives, selecting teaching methods, implementing teaching design, etc. In addition, it also includes testing students' learning attitude, cultivating students' interest in learning, and conducting multi-dimensional exchanges with students.
Fourth, the content selection of simulated classroom teaching
The choice of teaching content has two kinds: independent topic selection and specific topic selection. The following will analyze these two different methods of choosing teaching content.
(1) Independent topic selection
Without any teaching experience, the choice of teaching content is very important for the lecturer when giving a lecture for the first time. For those who are preparing for class for the first time, they can choose the teaching content that they are familiar with or relatively easy to teach. Due to the lack of teaching experience, it is inevitable that you will be a little nervous when you first board the platform. In this case, it is easy to speak unsteadily, the language expression is incoherent, and even forget the knowledge points to be said. If you choose something that you are very familiar with or relatively simple, you can overcome the above problems to some extent. Of course, this is not the fundamental way to solve the problem, but it is very helpful for lecturers who need to accumulate teaching experience to choose the teaching content that suits them.
(2) Specific themes
In the actual interview trial, it is impossible for all candidates to choose the teaching content they are willing to teach. Therefore, in the process of preparing for the trial lecture, prepare as many teaching plans as possible, or try different types of teaching methods to improve the ability to deal with specific topics.
Fifth, prepare lessons in simulated classroom teaching.
Any teacher should be fully prepared before going to the podium to teach the teaching content, especially for the candidates during the trial. Fully and completely preparing lessons is a necessary prerequisite for a good class. The so-called lesson preparation mainly refers to mastering the teaching content, understanding the editor's intention, determining the purpose requirements and choosing teaching methods. Obviously, in-depth study of teaching materials is the core to improve the quality of lesson preparation. About preparing lessons, this paper will analyze it from six aspects: outlining, collecting materials, writing lesson plans in detail, trying experiments, perfecting lesson plans and writing lecture notes in detail.
(1) Outline
We must study the contents written in the teacher's book and understand the editor's intention, and we can't take it for granted to determine the teaching objectives and list them hastily. Outline is a general framework listed before the detailed preparation of teaching plans. This paper describes several parts needed to teach this part of the teaching content, as well as the initial idea of the whole teaching process, and lists the materials needed in the teaching process one by one. For candidates preparing to write lesson plans, doing this part of the work well can not only make the lecturer know the whole lesson preparation process clearly, but also avoid leaving details in the detailed lesson preparation.
(2) Collecting teaching materials
After you have a general understanding of the teaching process, you should clearly understand the relevant knowledge you need before writing the teaching plan in detail, and collect as many materials as possible during the lecture. You can watch some classic classroom teaching cases and designs, learn excellent teaching plans and download related courseware. At the same time, prepare some extracurricular knowledge to answer students' questions at any time. Collect materials in a targeted manner and try to find materials closely related to the courses to be taught.
(3) Prepare lessons in detail
As the interviewer for the first trial lecture, he should not only prepare the lecture outline before class, but also make a concrete analysis of the teaching contents, teaching objects, teaching objectives, teaching methods, teaching process and homework mentioned in the outline in the teaching plan. Instructors must know the plan before class, so as to be handy and implement it successfully.
1, teaching content
Any part of the teaching content contains the key points, difficulties and parts that students can easily understand. Teachers should make different detailed arrangements for knowledge points with different levels of difficulty. For the knowledge with important difficulties, they should explain it in detail, while the knowledge that is easy to understand can be described relatively simply. However, candidates are prone to problems in this link, that is, the focus of teaching content is not prominent, or the grasp of important and difficult points is not accurate enough. For this problem, first, candidates are required to be familiar with the teaching content they want to talk about before preparing lessons; Second, you can consult on-the-job and experienced subject teachers. In this way, it is less prone to deviation in grasping the teaching content. It should also be noted that different levels of student groups have different acceptance abilities. When arranging the teaching content, it should not be too much or too divergent, and must be controlled within the range that students can accept and basically master.
2. Teaching objectives
Students are the object of teaching. In the analysis of teaching objects, candidates should fully consider students' age characteristics, ability to accept knowledge, campus environment and social environment, so as to facilitate the design of other teaching links in the future. The purpose of preparing lessons is to carry out targeted teaching according to the specific needs of students' actual level and complete teaching tasks with high quality. In addition, for candidates, the lecture is not only for students, but also for judges, so special attention should be paid to teaching.
3. Teaching objectives
After analyzing the teaching contents and teaching objects in detail, it is time to compile the teaching objectives. For different teaching target groups, even the same teaching content, we should pay attention to the distinction of levels when compiling teaching objectives. It is necessary to combine the difficulties and details identified in the analysis of teaching content, arrange different teaching objectives, and combine different teaching objectives and teaching contents to be recognized, understood, applied, analyzed, integrated and evaluated. The analysis of teaching objectives, teaching contents and teaching objects are inseparable, and lesson preparation is often carried out as a whole, which is very important for teachers. Taking English lesson preparation as an example, we should pay attention to:
(1) Understand and master the sentences, words and grammar in the text.
(2) Explain the meaning and usage of new words with the words that have been taught.
(3) Dig deep into the grammar points of this lesson and explain the usage of new grammar points with English examples.
(4) Explain the difficult sentences in English and simplify the long sentences.
(5) Ask questions about sentences in the text in English.
(6) Analyze the structure of the text, summarize the general idea of each paragraph in English, and repeat the text in English.
(7) Make a short comment on the text in English.
(8) Consider which old materials to contact and review them in combination with new materials.
(9) recite the text.
(10) Consider what new classroom terms should be used.
4. Teaching methods
Choosing teaching methods should conform to students' cognitive rules, subject characteristics and age characteristics, which is conducive to teachers playing a leading role and mobilizing students' initiative and enthusiasm in learning.
(1) backup method. In China's primary and secondary education, there are nine commonly used teaching methods: lecture, talk, reading guide, practice, demonstration, experiment, practice, discussion and research. For different subjects and different teaching contents, some may only need one teaching method, while others need a combination of several teaching methods. At the beginning of the trial, lecturers often use the teaching method alone, which is easier to master than other methods. But for inexperienced lecturers, it is difficult to grasp how to guide and inspire students' thinking, which requires the design of teaching process to be as detailed as possible. Don't instill knowledge directly into students, let them learn knowledge actively.
(2) prepare feelings. In addition to preparation methods, preparing teachers' feelings is also an important condition for teaching well. Many teachers have this experience: before entering the classroom, if you are excited, happy and full of confidence, you will talk with relish, students will listen attentively and the lecture will be effective. On the other hand, if you are in a bad mood before class, the atmosphere of this class will definitely be affected. Therefore, experienced teachers, in order to make themselves full of emotions and active in class, always have to close their hearts (close their eyes and take a deep breath, abandon other thoughts) and rest (recall the lecture content) before class, so that they can talk about the class easily and happily.
(3) Prepare the language. Lecturing is an art. Teachers must pay full attention to language skills. A teacher is extremely knowledgeable. It would be a pity if he couldn't express it vividly and accurately. Someone said: "The teacher's language is honey, which can stick to the students' thinking. "According to the survey and statistics, students like teachers who are humorous in language and can adjust the classroom atmosphere.
(4) preparing lessons. Gestures and actions in speech are important auxiliary forms of expressing language. Lively and generous teaching style can make students highly focused and help them master what they have learned. If the lecture is stiff and rigid, students will feel bored and listless. Therefore, we should carefully choose our own lecture posture, improve teaching methods, choose language and prepare for teaching posture before the trial lecture. For some doubts, you can take a walk and talk while walking. Of course, you don't have to listen or speak, you can practice by yourself.
5. Teaching process
This is the key part of the whole teaching design, including the concrete analysis of teaching content, classroom question and answer, the transition between teaching contents, the time arrangement of telling each part, what teachers and students should do at each stage, the design and writing of blackboard writing and so on. For those who attend the interview, the design of each part should be as detailed as possible. If the ability permits, we can also design possible problems in the teaching process, such as students asking questions and expanding extracurricular knowledge.
6. Homework after class
After classroom teaching, students' homework is to consolidate what they have learned. When designing homework, we should pay attention to the combination of the difficulties of teaching content and the design of teaching objectives, and the designed homework should reflect the characteristics of the subject. Practice should start with basics and simplicity, but it can't be modeled and fixed. On the contrary, there should be a certain number of flexible and comprehensive exercises that require creative thinking. Only in this way can students' thinking be comprehensive, profound, agile and flexible.
(4) Try to do experiments
In liberal arts courses, this part of the preparation may be relatively small, but in the teaching process of some subjects, students may also be given some audio and video materials, so the subject teacher should audition before class to check whether the materials can be played smoothly. For science courses, this part of the work is essential. Except for a few experienced subject teachers, most other teachers, especially the candidates during the probation period, try to do experiments in advance when conditions permit. In this way, possible problems in the experiment can be found in time, and certain measures can be taken to prevent them, and time waste caused by experimental mistakes in classroom teaching can be avoided, and candidates' confidence in classroom teaching can be increased.
(5) Improve the teaching plan again.
After all the experiments involved are completed, the teaching plan should be revised, supplemented and improved again according to the detailed records made during the experiment. Candidates must check their lesson plans again, not only the experimental part, but also other parts of the lesson plans. They should be examined and considered in detail, and further revised and improved.
(6) Explain the content of the speech.
Lecture is not a simple repetition of the teaching plan, but on the basis of the teaching plan, each link in the specific classroom teaching is further written in detail. This includes every word the teacher has to say, every action he has to do and every word on the blackboard. Of course, the plan will never keep up with the changes, and the problems encountered in the course of the trial lecture may not always involve the writing of the lecture notes, and may almost be divorced from the lecture notes. However, it is very necessary for candidates who lack teaching experience to write a good speech in advance. Because there are few opportunities to give lectures and the ability to control the classroom is not strong enough, writing a speech in advance will help to clear your mind. Even if the classroom teaching deviates from the original teaching design for various reasons, I can refer to the handout and return to the original teaching design in time. If you write a speech, you will be deeply impressed, that is to say, even if it is spread too widely during the trial, you will find it in time and make adjustments.
Lesson preparation is a process of accumulation and accumulation, which has no starting point or end point, and needs to be deepened continuously, not only by investing time, but also by gathering wisdom. Teachers need a process from "controlled by it" to "moved by it" and finally "used by me". In this process of change, teachers should constantly reflect, not only learn from others, but also adhere to their own ideas.
However, in many teachers' open recruitment interviews, simulated classroom teaching is more used, and candidates must prepare lessons impromptu within 20-50 minutes. In a limited time, preparing lessons quickly can better test candidates' ability to control a certain course. So, how can we prepare lessons quickly in a short time? We put forward the following suggestions to the candidates:
First, according to the extracted topic content, determine the key points and difficulties of this lesson, and then build knowledge clues around the key points and difficulties, set up students' interactive themes, design blackboard writing, and select exercises. This way of preparing lessons is extensive, delicate, concise and orderly, which enables teachers to quickly grasp the lecture content, clarify the teaching ideas, improve the "hierarchical" and "macro" thinking in the classroom, and promote the effective achievement of teaching objectives.
Second, we can carry out "situational preparation" and build a large classroom framework. The so-called "situational lesson preparation" is to take the teaching goal of this class as the core, design the plate around the main learning links, and have a clear design intention. This way of preparing lessons can help teachers sort out the teaching context in an orderly way, clarify the teaching direction, and thus promote the rapid achievement of teaching goals. For example, in the lesson "Cuboid and Cube Volume" published by People's Education Publishing House, a lecturer designed several sections. First of all, guess-what might the volume of a cuboid be related to? The second is to explore-according to the given small cube, operate in groups (put a cuboid or cube) and study (what is the relationship between cuboid volume and length, width and height). The third is communication-what did you find according to the experimental record? Do you have any questions? The fourth is verification-students use their own cuboids or cubes to illustrate, first understand the relationship between "length× width× height" and the total number of small cubes, and then further clarify why the volume of cuboids is equal to "length× width× height" through the teacher's courseware demonstration. 5. Application —— Calculate the volume according to the formula; Find one of the conditions according to the volume; Design judgment questions and strengthen the ability to distinguish. Sixth, expansion-using cuboid and cube volume formulas to solve practical problems in life.
Third, the design of each link of lesson preparation should be clear-cut, interlocking and integrated. When preparing lessons, think about the places where students may have questions, and make it clear when trying to speak, "I think the students here have some problems, so I will deal with them."
Fourth, the skills of introducing topics should be carefully designed in preparing lessons. As the saying goes, "A good beginning is half the battle", and smart teachers are often ingenious in importing. Most teachers import by stimulating interest, transition, enlightening thinking and stimulating cognitive conflicts. Candidates can give full play to the advantage of understanding the latest frontier trends of the discipline and can import them with eye-catching pictures.
Fifth, don't pursue everything when preparing lessons. On the one hand, the time for preparing lessons and giving lectures is limited, and it may take a lot of time to cover everything, without highlighting its own characteristics and advantages; On the other hand, the classroom is dynamic. If you prepare too carefully, you may bind your hands and feet, limit your thinking, and you can't improvise on unexpected problems. Therefore, candidates should actively use and mobilize their educational wit and teaching wisdom, and prepare lessons in class immediately, so that simulated classroom teaching can become a stage to fully display their passion and wisdom.
Sixth, practice more before the interview, especially for candidates who lack teaching experience. Be sure to practice more before the interview. Prepare lessons for a short time, and then try to take a 20-to 30-minute class by yourself (if the announcement tells you how long to practice). You can find a good friend as a judge, and then modify the teaching plan according to the effect of the lecture. After many simulation exercises, you can sum up the skills of preparing lessons and giving lectures that are most suitable for you, and you can be confident in the interview without being too nervous.
In short, the whole teaching process should pay attention to: introduction skills, grasp of difficulties and details, transition between knowledge points, content and font size of blackboard writing, class summary, teacher's language, speech speed, tone and intonation, etc. Interview simulation teaching mainly examines the basic teaching quality of candidates and pays more attention to basic teaching skills. Remember, you should try your best to show your Chinese literacy and ability to control the classroom. No matter whether the instant teaching plan is good or bad, you should fully show your confidence and passion in the simulation teaching.