With the end of the written test, it means that the interview of teaching resources is about to begin, and it is time to realize teachers' dreams with their own dreams. The most important thing in the teaching interview is the trial lecture, which has a good introduction and invisibly adds points to our trial lecture. As the saying goes, "A good beginning is half the battle". Today, I will introduce some commonly used import methods in teaching interviews. The most important things are: reviewing old knowledge, introducing new knowledge, introducing scenes, and experimenting.

First of all, review old knowledge and learn new entry methods, which is believed to be the least familiar to everyone. Almost when reading, teachers often use this method. Teacher: Students, we studied arithmetic progression yesterday. Who will review the definition of arithmetic progression for me? Student: Teacher ..............: OK, that's right. Today we are going to learn something new: geometric series. You can read this introduction. What reason does the examiner have to give himself a high score? Or an examiner who will give such an introduction a high score? Review old knowledge, learn new knowledge, review old knowledge, and thus lead to new knowledge. So I'll show you a new way to review old knowledge, which works well:

Teacher: Students, do you remember the arithmetic progression we studied before? Who can tell me what arithmetic progression is?

Generally speaking, if the difference between each term and the second term in a series is equal to a constant, then the series is arithmetic progression.

Teacher: Well, today we will learn about geometric series, which is similar to arithmetic progression. According to arithmetic progression's definition, students can guess how the definition of geometric series is described.

In fact, we can draw a conclusion from the above cases that to use the new introduction method of reviewing old knowledge, we must meet the following requirements: the relevance of knowledge and the inspiration to students, which is a good introduction.

Secondly: scenario introduction method. This import mode is a mainstream import mode after the new curriculum reform. You can use video, pictures and songs. Of course, if you accumulate enough, you can also tell stories and ask questions. Give you a story-telling case.

Teacher: Students, there was a reformer in ancient China. Before the political reform, he was worried about the distrust of the people. He erected a 30-foot-high wooden pole at the south gate of the capital market and ordered,' Whoever moved this wood to the north gate will be rewarded with twelve ounces of gold.' People think it's strange, just watching, no one moves. The reformers ordered that the reward be increased to 50. So a man moved the wood to the north gate, and sure enough, he immediately got a reward of fifty gold. Who is this reformer? Does anyone know?

Health: Shang Yang.

Teacher: Yes, this reformer is the famous Shang Yang in history. Why did he set off a political reform movement at that time? What kind of spirit does this reflect? Today we walked into that history together.

We must pay attention to the relevance, simplicity and accuracy of language. There is another way to doubt. I emphasize here that there must be contradictions with my classmates' experiences. Pay attention to the ending and give you a case:

When Columbus went to America for the first time, he crossed the Atlantic Ocean westward and discovered the new continent of America 37 days later. The second time around a big circle, along the west coast of Spain and North Africa all the way south, only when it was close to the equator did it cross the Atlantic in detail, but it only took 20 days.

Columbus went to America for the second time and made a big detour, but it took 17 days less than the first time. What happened?

The above is the introduction of scenario introduction method, and the skills that need attention.

The last one is experimental introduction. This is more suitable for science teaching. Let me give you an example first:

Teacher: What happens when a handkerchief is lit by fire?

Health: it will be burnt/blackened ...

Teacher: I did an experiment to make the handkerchief burn well. Can you believe it?

The teacher demonstrated the experiment: a handkerchief that won't burn.

Health: Doubt. ...

Teacher: The handkerchief seems to be on fire, but the alcohol I spilled on it in advance is burning, and the cloth of the handkerchief has not yet started to burn.

Do you want to know why this happened? Today we will learn the lesson of burning and extinguishing.

In the experiment introduction method, we should pay attention to: emphasize some safety issues, and we must standardize our performance in the demonstration process.

I hope that the methods introduced in the above classroom design can help you attract examiners during the interview and give you a high score.