At present, teacher qualification interview and teacher recruitment examination interview are generally inspected in lectures and trial lectures. The difficulty varies from person to person, depending on what you are good at!
Lecture is a kind of teaching research and teacher training activity, in which teachers verbally express the teaching ideas and theoretical basis of specific topics, that is, on the basis of preparing lessons, teachers tell their own teaching designs in front of peers or teaching and research personnel, and then the listeners comment on them, so as to achieve the purpose of mutual exchange and common improvement.
Trial words:
1. Prepare lessons fully, try to drag the course around what you are familiar with, and don't say nothing. 2. Grasp what you want to say and be precise and detailed. 3. Pay attention to the format of the blackboard. If the words look bad, you can carefully arrange the layout of the blackboard. The words are big and thin, with more charts. 4. Pay attention to appearance, girls wear professional clothes and boys wear suits. 5. Pay attention to be steady and generous, and avoid speaking too fast and loudly. 6. Classroom etiquette at the end of class.
Reference materials can be found in zj.zgjsks/, Zhejiang Teacher Education Network.
If in doubt, please consult the public education enterprises in China.
Question 2: What's the difference between lectures and trial lectures in teacher interviews? First, the connotation is different.
Speaking lessons is to let teachers use language as the main expression tool, face peers and experts on the basis of preparing lessons, systematically and generally explain their understanding of specific courses, explain their teaching views, express their teaching ideas, methods, strategies and theoretical basis for organizing teaching, and then everyone will comment. In other words, lectures are about how to teach a text (or a class or a unit) and why to teach it this way. It can be seen that attending class is an understanding of the course, an explanation of preparing lessons, and a reflection on class.
Lecture is a teaching form in which teachers show oral English, body language and various teaching skills in a limited time. It examines the comprehensive ability of teachers. There are generally three types of trial lectures: interview trial lectures, ability test trial lectures and teaching practice trial lectures.
Second, the purpose is different.
The purpose of lectures is to transform book knowledge into students' knowledge, so as to cultivate students' ability and carry out ideological education, that is, to let students learn; The purpose of the lecture is to introduce the teaching idea of a lesson to the listener so that the listener can understand it. 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. All of them are the foreshadowing of "sharpening the knife and cutting wood by mistake". Based on the teaching content and environment, the trial lecture cannot be separated from the teaching link and cannot affect the teaching task. It must achieve the teaching effect, but the ultimate goal is to show that you have the potential to be an excellent teacher, try to show your best side in limited time, let the judges appreciate it, and finally hire you.
Third, the content is different.
During the interview, the judges can interrupt your trial, especially when you feel that your level is not good, and this interruption will come faster. In the trial, the time to show your talents is very short, and this time value is not true, sometimes only a few minutes, or casual movements or eyes. Applicants should let the judges listen to you carefully, keep an expectation and even listen to you. You must continue your talents with high quality in every time period. We should give full play to our teaching talents. In addition, the arrangement of teaching content should not be greedy, especially the trial lecture. Don't try to explain the ins and outs of every relevant knowledge point clearly, but learn to intercept the relatively independent side.
Fourth, the teaching objects are different.
The object of the lecture is students. Through face-to-face communication and cooperation with students, it is established in a situation of mutual trust and respect, and the object of lectures is leaders, peers or experts and judges. It is a threat to the lecturer.
Fifth, the methods are different.
Teaching is a bilateral activity between teachers and students. Under the guidance of the teacher, students complete their learning tasks through reading, speaking, discussing and practicing, while the lectures are mainly based on the teacher's own explanations.
On the one hand, organizational importance is different. There is a lack of full understanding and emotional support between teachers and students during the trial. In addition to the fascinating content of the lecture, 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.
On the other hand, organizational art differences. In normal teaching, the teacher's eyes look directly at the students' eyes, or give encouragement or be rescued, which is a "silent" teaching language. When trying to speak, the audience are all leaders or teachers, so the interviewer's eyes should not be aggressive, which will directly affect your impression in their minds. According to the requirements of public relations etiquette, you should briefly sweep the part between each other's eyes and mouth to show your respect and concern for each other.
Question 3: The difference between teaching with teacher qualification certificate, trial lecture and speech is generally divided into trial lecture and speech. You can prepare for any one. It takes about 15 minutes and then answer the expert's questions for 5 minutes.
You don't have to write on the blackboard in class, but you must design the blackboard in the trial teaching.
Question 4: Which is easier, a trial lecture or a lecture? Hello, Chinese public education is at your service. It is easier to give lectures. This is the idea of a lecture. Please consult the local Chinese public education newspaper teacher for the specific teaching content. I wish you success in preparing for the exam!
If in doubt, please consult the public education enterprises in China.
Question 5: How long does it take a teacher to give a lecture? What's the difference between a lecture and a trial? How to arrange the content? Lecturing means thinking about class, and it takes 12- 15 minutes. Let me give you an example.
Now I am drawing a topic, but the routine of the lecture is basically the same.
I. teaching material analysis
(A) the status and role of this section of teaching materials
This section is a part of Chapter 7, Property Inspection, of Basic Accounting, a national textbook for secondary vocational education planning. The inventory of bank deposits is one of the key contents of this chapter, which is widely used in practical work.
(B) the focus and difficulty of teaching
Focus: the meaning and types of outstanding accounts and the preparation of "bank statement".
Difficulties: the preparation of the Bank Statement.
(3) Teaching objectives
1. Cognitive goal: to understand the meaning and types of outstanding items and master the preparation of "bank reconciliation table".
2. Ability goal: (1) Be able to correctly identify the types of outstanding projects and skillfully prepare the "bank reconciliation table".
(2) Gradually cultivate students' abilities of analysis, comparison, synthesis and generalization, focusing on cultivating students' awareness of discovery and their ability to solve problems by using what they have learned.
3. Emotional goal: to cultivate students' spirit of exploration and sense of cooperation. Let every student have a successful experience and further stimulate their interest in learning.
Second, the analysis of teaching methods:
In the teaching process, we should respect students' dominant position, follow the cognitive law, carefully design related questions, guide students to explore and learn, and make students have a further understanding of knowledge through mutual exchange, inspiration, supplement and discussion, so as to gradually consolidate and improve their knowledge.
Third, the analysis of learning methods:
The process of students acquiring knowledge is a step-by-step process from less to more, from shallow to deep. In class, inspired by the teacher, teachers, students and students cooperate with each other to discuss and communicate, understand and master the key and difficult contents of this section, and be able to solve practical problems by using what they have learned.
Fourth, the teaching process:
Flowchart of teaching process:
(1) questioning instruction class (2) organizing discussion (3) classroom exercises (4) induction and summary.
(5) transfer.
(1) Question course (about 8 minutes)
Question: (1) Can the physical inventory method be used to check bank deposits?
(2) If not, what method should be adopted?
(3) What are the reasons for the discrepancy between the accounts and the facts in the inventory process? What should I do?
According to the content to be taught in this class, carefully design related questions and introduce new lessons in a simple way, so as to stimulate students' curiosity and thirst for knowledge and arouse their enthusiasm and initiative in thinking.
1, checking method: check the bank deposits by checking the account records with the opening bank. That is to check the "deposit journal" of the enterprise with the bank statement one by one.
2. Inventory requirements: Before inventory, record the company's related bank deposit receipt and payment business in the deposit journal, and then check and recheck the book records to ensure that the book records are complete and accurate. Then check the "statement" transferred by the bank with the book records of the "deposit journal".
The methods and requirements of inventory are analyzed and pointed out, which paves the way for the key and difficult problems and discussions later.
(2) Organize discussion (about 22 minutes)
Question: What is the reason why the book balance of deposit journal and bank statement is not equal?
After setting doubts, it will arouse suspense in students' thinking, make students temporarily confused, and then stimulate their interest in solving doubts. However, it is difficult to answer this question with what I have learned, so I use examples to inspire.
For example: 1: The enterprise received the payment of sales products of 10800 yuan, and recorded it as 108000 yuan when registering in the deposit journal.
Conclusion: Both parties or one party made mistakes in bookkeeping.
Example 2: (1) The enterprise has received a transfer check with a face value of 1765 yuan for selling products, and the enterprise has increased its bank deposit, but the deposit bank has not yet entered it.
(2) The enterprise issues a transfer check to purchase office supplies 480 yuan; The bank didn't receive the notice and didn't record it.
(3) The bank collected 3950 yuan from the sales of the enterprise, which has been recorded by the bank; The enterprise did not receive the notice and did not enter the account.
(4) The bank paid 5,000 yuan for water and electricity on behalf of the enterprise, which has been recorded by the bank; The enterprise did not receive the notice and did not enter the account.
Combined with the above four items, the students discussed in groups, and the teacher explained them in time according to the situation, and reached the following conclusion: none of the above items belong to accounting errors, which are caused by the inconsistency of voucher transfer and bookkeeping time between banks and units. At this time, the teacher gave the technical term "outstanding item".
The reason why the book balance of the deposit journal is inconsistent with the bank statement;
First, there is an error in the bookkeeping of both parties or one party;
Second, there are outstanding accounts ... >>
Question 6: Which is easier, lecture or trial lecture? (1) Definition of lecture and trial lecture.
Generally speaking, speaking in class means what you want to say and why. Trial teaching is to simulate the real situation for classroom teaching.
(B) the relationship between lectures and trial lectures
Common ground: the same theme. Speaking class is the exploration and explanation of classroom teaching scheme, and attending class is the classroom implementation of teaching scheme, both of which revolve around the same teaching theme.
Difference: Different requirements. Talking mainly solves the problem of what to teach and how to teach, while talking about class not only solves the problem of what to teach and how to teach, but also tells the question of "why to teach like this"
Question 7: What does the lecture mean? What do you mean by trial? A trial lecture is to teach students (or people) in a specified class the specified content, just like a teacher who usually attends class. Even if there are no students in the classroom but only examiners, we should treat them as students and simulate giving them classes.
Lecture is to explain the preparation ideas, teaching arrangements and theoretical basis of teaching content. Its form is not class, but "explanation", which mainly includes teaching materials, teaching methods, students and key points.
Question 8: Dear seniors, which is easier to play than the live lecture? What should you pay attention to when you speak? I think it's better to give a trial lecture. The lecture only explains the idea of your lecture, that is, what is the purpose of each activity.
Question 9: What is the difference between teaching and trial teaching in the teacher qualification examination? Speaking class is to report your teaching design to the examiner; Trying to teach is to treat the examiner as a student and teach yourself as a teacher.
The content of the lecture is to talk about oneself, students, teaching materials, teaching methods, teaching design and teaching process. The content of the trial lecture is to analyze a lesson and impart knowledge.
Question 10: What should teachers pay attention to when talking about classes in the interview? Do you have any skills? 1 First of all, dress appropriately, be generous and decent, you can wear a little light makeup, and you will be very energetic in class.
2. Courseware preparation should be sufficient. Let's take a look at the writing of the speech first, so as not to finish it in a limited time. You should also be particularly familiar with the current teaching materials involved in the lecture, so as not to be unfamiliar after painting the topic.
Since it is an interview and a competition, you should have tried it several times long ago, and the teaching plan should be very mature. Memorize the whole process before the game, and the transition language should be natural and smooth. Don't be too nervous during the official game. Don't look at the lesson plans prepared by yourself. It's good to give lectures off the script. Use courseware skillfully, don't waste more time and ask unnecessary questions.
4, said that the class should be relaxed. Don't speak too fast and don't speak too fast, especially girls should pay attention to suppressing their high profile. Pay due attention to the details, don't ramble, and don't pretend to be the master.
There may be some unexpected situations in the classroom. For example, if students' answers are not what you expect, they will not be able to develop according to your preset procedures. It depends on your experience and improvisation, so get back to the topic in time.
6. Answer questions calmly. After the lecture, the questions asked by the examiner are generally related to the content of the lecture, so don't be nervous. Answer correctly, concisely and wonderfully.
7. The most important thing is self-confidence. You should let students and judges feel your aura as soon as they stand on the stage. Of course, it is not indifference and condescension, but heartfelt confidence and smile.