What is the defense of teaching interview? How to prepare?

1. Personal information: When the examiner asks questions about personal information, such as "Which school did you graduate from? What's your major? How many years have you graduated? What are you doing now? Do you work in education? Have you ever made a speech on the podium before? " And so on. How should I answer this question? First of all, you should know what the examiner is asking this question for, and then answer it. In fact, what the examiner wants to know is how your major and work in the university match the position of the teacher. Let's put ourselves in others' shoes. Examiners should recruit excellent teachers for the school, and definitely prefer candidates who study teacher-related majors in universities and engage in the education industry. Therefore, it will be better for us to try our best to be related to the profession of teachers when answering. The first case: the university is a normal college with teaching experience, so it is best to add some honors and achievements to answer truthfully; The second situation: the university is not a normal college, so you can answer it from your favorite books, teaching methods or some related videos and speeches. During the university, or it can be said that during the university, I have done tutoring, cram schools and other teaching experiences.

Second, professional knowledge and skills: when the examiner asks some questions about professional knowledge and skills. Here we should answer the questions according to the situation. If you ask about the relevant knowledge of this lecture, you should first reflect on whether you have made any mistakes or omissions in the lecture. If you make a mistake, you should tell the correct answer quickly and briefly talk about objective reasons such as being too nervous at that time. If there are no mistakes, the examiner just wants to examine our professional knowledge, then answer truthfully. Don't make up your professional knowledge if you can't or forget it. These examiners are all excellent teachers in the school. They will know if your answer is right or wrong. So, if you really can't do it, be sincere, admit your problems and study hard to supplement your subject knowledge in the future.

3. Instructional design: When the examiner asks questions about instructional design, such as "Why did you design your blackboard like this? What is your teaching design idea? " And other similar problems, as long as we finish the class smoothly, we can fully elaborate our teaching ideas from four aspects: introducing new lessons, teaching new lessons, consolidating and improving, and summarizing homework. When talking about your own lecture ideas, be simple and clear, and don't repeat them. The examiner asked us about our lecture ideas. First of all, we want to know whether our speech ideas are clear. Second, the examiner didn't hear you clearly. Finally, when grading, say the lecture idea again. So, don't be nervous, just boldly explain according to your own lecture ideas.

Fourth, teaching reflection: when the examiner asks questions about teaching design, such as "analyze the advantages and disadvantages of the trial just now?" Reflect on your previous lecture. "and so on. Many people encounter this kind of problem, and their first reaction is that their logic is unclear, their language is stuttering, their voice is too low, and so on. This is not good, but it also has problems. Advantages, I can't think of a word. This will often expose all your shortcomings. This is directly related to the traditional culture we have accepted since childhood. Actually, this is not what the examiner wants to hear. What does he want to hear? Actually, I'd rather hear what our strengths are. The examiner saw the shortcomings as soon as you gave the lecture. So when we talk about advantages and disadvantages or reflection. First, talk about your own advantages, and then find a few objective shortcomings, such as: short preparation time, inadequate preparation, being too nervous in the examination room, and speaking a little fluently.

Verb (abbreviation of verb) Precautions and principles: (1) Stick to the topic and be flexible. Listen carefully when the examiner asks questions, and closely follow the examiner's answer when answering questions; (2) Concise, frank and sincere. When answering questions, don't elaborate. Control the time to about one and a half minutes, especially when answering your own teaching experience. (3) Calm and resourceful. After the examiner asks questions, he is not in a hurry to answer, but calmly responds; (4) Well-founded and well-organized. When answering questions, we can add logical words such as first, second, third or first, second and last before speaking, which will make our defense more organized. Then, if the answer involves some teaching methods or designs, add the purpose and significance of your practice or design at the back.