How to ask questions in an interview to get high marks? Many people feel at a loss when interviewing, and they have no idea when looking at the interviewer. Here are some tips about the interview, so that you can ask the interviewer some valuable questions during the interview and let the interviewer give you high marks.

How to ask questions in the interview can get a high score of 1 1, find the right time and grasp the moderation.

Asking questions is very important, but candidates can't ask questions indiscriminately. They need to ask questions according to the teaching content and specific conditions, and design appropriate classroom questions. There are too few questions to stimulate students' interest in learning; Too many problems will inevitably reduce the quality of the problems, and there is no focus. The questions raised should highlight the key points and hit the difficult points in the classroom, so as to improve the classroom efficiency.

2, grasp the big and let go of the small, with clear goals.

The questions raised by many candidates in the lecture are too trivial and meaningless. If it is put in class, the teacher will break the question and throw it to the students, and the students can understand it without thinking at all, which actually reduces the thinking value of the teaching content. For example, some teachers will ask, "Have you seen small animals?" "Do you like small animals?" Do you like rabbits? And so on, such a series of questions can not only promote the classroom, but also bind students' thinking, and students can only answer "yes" or "no". Therefore, candidates should set some relatively open questions in the trial lecture to improve students' participation and stimulate students' enthusiasm for active thinking.

3, pay attention to listen and guide in time.

Question setting should also conform to students' current knowledge reserve and cognitive state. If it is too difficult, students will have nowhere to start. In the long run, it will dampen their enthusiasm for learning. You can give appropriate guidance when students answer. However, don't rush to give explanations and guidance after asking questions. Teachers should learn to wait and let students think deeply. Proper blank space is also an important item to keep the classroom rhythm. Classroom is a process of two-way interaction between teachers and students. You can't just stay at the level where teachers ask questions and students answer them. Students should be allowed to "interrupt" and ask questions. The teacher's easy denial may extinguish the spark of thinking. If there is such a "teaching episode" when trying to talk about design, it is also a bright spot.

4. Multi-evaluation and active encouragement.

After the students answer, they are eager to get the teacher's approval. They must not ignore it and jump directly to the next environment. Evaluation is guided by positive encouragement, which can improve students' enthusiasm for participating in the classroom. Many teachers' evaluations are too single "good", "very good" and "very good" and too perfunctory. In the teaching design, we can set some targeted evaluations for the problems, and pay more attention to them, especially in the key links, setting wrong answers and evaluating and correcting errors, which is a brilliant move to add points. When candidates are trying to give lectures, all kinds of problems appear because they are too fake, too grandiose and too careless, because they can't imagine the real scene of students and can't really think about the classroom from the perspective of students' thinking. Therefore, the above questions, listening and presupposing students' answers should be based on thinking about how to teach students and achieve good classroom results. When preparing for the trial lecture, we should preset the classroom scene with the students and give a real and vivid demonstration class. In addition, the questions must cover all the students in the classroom. During the ten-minute trial lecture, some candidates' questions were all answered by students from one direction, which did not conform to the teacher-student view of paying attention to all students. Asking questions reflects the teacher's grasp of the teaching content and students in the trial lecture, but never ask questions for the sake of asking questions, especially pay attention not to ask too simple questions before organizing students to discuss. Before asking questions, you must design how to ask questions, who to ask and how to answer them.

How to ask questions in an interview to get high marks. During the interview, the following four taboos must not be touched!

First, don't just talk and do nothing. There are no specific cases.

During the interview, many people always say that they are thirsty for knowledge and good at learning, but when the interviewer needs him to prove himself with concrete things, he can't come up with anything decent to prove himself for a while. So in the interview, we are very afraid of empty talk without practice. Especially when communicating the work results with the interviewer, it is best to come up with specific cases to illustrate. At the same time, when explaining the problem to the interviewer, we should also add some time and specific digital elements in time, so that the interviewer can clearly know when and what we did and what kind of results we achieved.

For example, if you say that you have a strong learning ability, you can explain to the interviewer when you started, what you learned, how long it took you to learn this skill, and how long it took you to do other things independently with this skill; At the same time, when expressing your work results to the interviewer, you can also explain to the interviewer when you did which project, what things you were mainly responsible for on the project, and what contributions you made to the project through your responsibility for these things. In this way, the interviewer can clearly feel whether you have the corresponding ability.

Second, don't talk empty words to the interviewer.

Many job seekers always describe themselves badly when introducing themselves to the interviewer. They will say what positions they have held and how many people they have managed. But when the interviewer asked them what problems they had solved, they couldn't explain clearly for a long time. In fact, for many interviewers, they don't care what position you took. What they care about is what problems you have solved during this period, whether these problems you have solved are valuable, and whether your ability to solve problems can be transferred to this company, so as to continue to create value for the company in this company.

What a company really cares about is how many problems you can solve and how much value you can create for the company Therefore, job seekers should try not to talk empty words during the interview, and try to communicate with the interviewer with problem-solving thinking.

Third, don't say that you are practical and pay attention to details.

When applying for a job, many job seekers always say that they pay attention to details and are practical. But when the interviewer looked at their resumes, the interviewer found many details on them. At this time, the interviewer will think that what you said is very different from what you really showed, so their first impression of you is not very good.

Therefore, job seekers should not be too perfect when communicating with interviewers. In the face of their own problems, job seekers should also explain to the interviewer in another way. At the same time, in the interview, job seekers should be consistent in appearance. Don't write one version on your resume, but don't say that you are another version when communicating with the interviewer.

Fourth, avoid boasting when talking about team relations.

During the interview, the interviewer will definitely ask a question, that is, how do you handle your relationship with the team in the group? Many job seekers began to talk big there as soon as they came up. They will talk about how good their relationship with the team is. How much you have contributed to this team and so on.

In fact, your expression can't really impress the interviewer. At this point, the best way for you to express your relationship with your colleagues to the interviewer is:

1. What projects have you participated in before?

2. What role do you play in this project?

3. Who did you cooperate with?

4. What problems have you solved in the process of cooperation?

5. How did you accomplish your work through cooperation?

When you combine some specific cases to express your relationship with your colleagues, the interviewer will naturally recognize what you said, and the interviewer also believes that you have the ability to solve these problems concretely.