Among them, the part that accounts for the largest proportion of the score is the trial lecture, because this part can better highlight the comprehensive quality of the candidates, such as the cognition of a historical figure and the evaluation of a historical event. In addition, it can also reflect the candidates' classroom organization ability and management ability.
Therefore, this short ten minutes is very important.
In order to better help everyone stand out in the exam, we summarized some teaching skills tried in the interview exam.
First, pay attention to the logic of lectures.
When teaching historical knowledge, we must attach importance to logic, that is, the order of knowledge.
For example, when we talk about the Opium War, we should first talk about the background of the Opium War, then talk about the specific process of the Opium War, and finally talk about the results and effects of the Opium War.
However, some candidates may miss the lecture because they are nervous during the real trial lecture. Going back to supplement the relevant background knowledge during the lecture will make people feel that the explanation is very confusing.
History has a sequence of development, so if you miss some small knowledge in the exam, don't go back to make it up to ensure the consistency of the whole trial content.
In addition, we can also adjust the content and reorganize during the class.
For example, the first issue of "New Youth", the text excerpt is as follows:
We can generalize "the need to fundamentally transform the national character" into the background of the publication of New Youth, instead of explaining it step by step and scripted.
Second, pay attention to teaching methods.
Now the new curriculum reform advocates the concept of "taking students as the main body and teachers as the center", so everyone must use a variety of teaching methods when trying.
One of the most commonly used teaching methods to return the classroom to students is group discussion, so that students can play their subjectivity in the discussion and gain knowledge.
In the process of students' discussion, teachers should also patrol and guide, and play the role of classroom organizer.
At this time, candidates can perform patrol actions on the podium, or they can say some inspiring language, such as "This group of ideas is very novel, and the teacher will ask you to talk about it later" and "This group, you can think about it from another angle".
Through this teaching method, the authenticity of the classroom is increased.
One of the characteristics of our history discipline is the combination of history and theory, and we can use the "historical materials teaching method" in history class.
You can use multimedia to show it.
For example, when we talk about the perfection of the imperial examination system, we can say: "Students, the teacher showed you a piece of historical materials about the perfection of the imperial examination by Emperor Taizong in multimedia. Now please think about it in combination with the materials. What contribution did Emperor Taizong make to the perfection of the imperial examination during his reign? " Through this teaching method, students' ability to analyze historical materials and summarize historical information can be improved.
Secondly, we can make more use of modern multimedia technology to play pictures, historical documentaries and related video clips in class, create situations for students, stimulate students' interest in learning and enliven the classroom atmosphere.
In addition, we can also use graphic methods to show the development of rights relations or historical events.
For example, Britain's responsible cabinet system, the separation of powers in the United States, and the route of the Red Army's Long March.
During the trial lecture, in order to refresh the examiner, candidates can also adopt special teaching methods.
For example, when we talk about "The King of Qin Sweeps Liuhe", we can arrange students to perform historical dramas and debate when analyzing the evaluation of the Revolution of 1911.
This will increase the highlight of the trial.
Third, pay attention to the teaching language.
During the trial lecture, some candidates used very irregular teaching language, such as "This classmate raised his hand the highest, please speak", "Your answer is great", "The teacher just picked a classmate and said it", "The teacher just found it when he was walking around …" and so on.
These teaching terms are either not suitable for learning or too casual to appear.
Candidates can say, "I saw this classmate raise his hand, you say." "This classmate's point of view is very novel, hitting the nail on the head and pointing to the essence" and so on.
During the trial, everyone is teaching without students. To simulate the classroom atmosphere, students should answer.
Therefore, candidates can create a lively classroom situation through language description, such as "When the teacher patrolled just now, I saw everyone discussing it enthusiastically!" "The video has been released and everyone enjoys it!" Wait a minute.
Fourth, pay attention to writing on the blackboard
The function of blackboard writing is very important. Candidates must find time to write on the blackboard. We usually write as soon as we are ready to talk about a knowledge point.
For example, when preparing to talk about the measures of Roosevelt's New Deal, immediately write "measures", then talk about rectifying the financial industry, and immediately write "rectifying finance" and so on.
One advantage of this operation is to avoid forgetting to write on the blackboard because of nervousness or too much input.
Candidates may forget to write on the blackboard after completing a certain knowledge point in the exam. At this time, we just need to fill the blackboard quietly. It's better not to say, "Excuse me, teacher, I'll mend the blackboard.
In addition, there is a more serious situation, that is, after all the knowledge is finished, there is no blackboard writing. At this time, you can make up for it by reviewing the knowledge of this class, such as "classmates, today we will review what we have learned in this class." This classmate said yes ... and another classmate said ... "Fill in all the knowledge points by retelling the students' answers.