1. From the initial test to the interview, the time left for candidates to prepare is very short, and candidates may not be able to grasp the key points themselves;

2. Teachers can master more contents in a short time by guiding review, and it is easier to grasp the key points and difficulties;

3. Candidates are unfamiliar with the examination process, and teachers can help candidates to master the examination outline more easily.

Before the interview, I must first understand the interview process, what the interview is like and what I need to do. The interview examination process includes: topic selection, lesson preparation, structured question and answer, trial lecture and defense. The main trilogy of interview examination is: structured question and answer (5min)+ trial lecture (10min)+ defense (5min).

Structured Q&A consists of six categories: self-cognition, interpersonal communication, planning and organization, emergency response, education and teaching, and comprehensive analysis. 18 added a current political category, and now it is seven questions. Basically, every question type has an answer template.

In the interview process, the trial lecture is the most important part of the total link. During the whole interview, we must remember: give lectures as much as possible, what we need is an attempt, not a class, and we must not make mistakes. Otherwise, you will say goodbye regretfully.

The most important thing is that you should pretend that you are actually giving a class to the students, and pretend that the students are sitting below. From the beginning of class, we should imitate the class with passion and enthusiasm, and shout "class", "hello classmates" and "sit down classmates" and other schematic words.

In the course of class, no student's class depends entirely on your performance. If you don't have multimedia, pretend to have multimedia. Pretend to have students when asking questions in class. Don't ask the examiner questions. The examiner will not pretend to be a student to answer your questions.

After the question is finished, pause for half a second, pretend that someone has answered, and then make some comments on the students' answers, such as "This classmate speaks very well" and try to say something encouraging to the students. In this, an experienced person said that there must be interaction, as if it were completely in the real classroom.

There is no need to mention the content of teaching objectives in the trial lecture, but the teaching objectives should be clearly written in the teaching plan, because after the trial lecture, the examiner may ask questions about teaching objectives in the defense session.

You can practice more in front of the mirror before the exam. Don't be shy. Record the video you want to say, and then look at what you did badly and correct it.