Is there a requirement to dye hair in the open recruitment interview for teachers?

The interview of the national unified examination for teacher qualification takes the form of structured interview and scenario simulation (especially trial lecture), which is divided into four stages: kindergarten, primary school, junior high school and senior high school. There are no subjects in kindergarten, but there are two kinds of interview subjects in primary school. Class A is non-artistic sports, and Class B includes music, sports and fine arts. The interview subjects in middle school are consistent with "subject knowledge and teaching ability", and candidates extract corresponding lesson preparation topics according to their own subjects. There are two main interview forms in provinces that are not subject to the unified examination, one is a trial lecture, and the other is a lecture. The specific forms are different according to the regulations of the relevant education departments. Teacher recruitment interview generally includes three forms: on-site lecture, on-site trial lecture and on-site defense. Whether it is a trial lecture or a lecture, it is necessary to simulate classroom teaching. On-site defense can be divided into structured defense and unstructured defense (which will be introduced in detail later). The examination organization department chooses one or more ways to interview according to the actual situation in various places. For example, Shandong gives priority to lectures, Shanxi gives priority to trial lectures, and Anhui gives priority to structured defense. (It should be noted that the actual situation varies greatly from place to place, and the corresponding interview forms are also very rich. In some places, we only attend lectures and lectures, in some places, we set up unstructured defense after trial lectures or lectures, in some places, we only take structured defense, and in some places, we add skills tests on the basis of lectures or lectures when recruiting kindergarten teachers, such as music, sports, art and computer. ) To sum up, the interview of teacher qualification examination and recruitment examination can be divided into demonstration and defense according to the role and participation of candidates. The former requires candidates to mobilize all factors in the whole field from the perspective of a prospective teacher; The latter is mainly a question-and-answer type, and candidates need to follow the examiner's questions and give targeted answers. The following are introduced respectively: (1) There are mainly two kinds of demonstrations: trial lectures and lectures. 1 Try to talk A. The meaning of trying to talk is also called simulated classroom teaching. As the name implies, it is to complete the teaching design within the specified time according to the specified topic, fully display your classroom teaching skills and simulate the behavior of classroom teaching. B. Similarity comparison between teacher qualification interview and teacher recruitment interview: Teacher qualification examination is basically the same as teacher recruitment. They are different from traditional teaching experiments. The examiner needs to read something other than the teaching content from the trial lecture, and the purpose of the trial lecture is not the course content itself, but a comprehensive evaluation of the candidates' basic teaching skills and the ability to implement the classroom teaching plan. Difference: Different from the teacher qualification interview, in the open recruitment interview of teachers, some employers will arrange candidates to give lectures directly in the examination room, and the judges will evaluate them after listening to the lectures; However, some employers also arrange candidates to give lectures in the school classroom, not only by judges and professional teachers, but also by students. This form puts forward higher requirements for candidates, requiring candidates not only to speak well, but also to mobilize the classroom atmosphere and organize classroom teaching. C. The test focus of the trial lecture generally includes language expression, blackboard writing art, teaching content, teaching methods and teaching organization. A. Language expression Language expression mainly refers to the expressive art of oral language and body language. The basic requirements of oral expression ability are clear articulation, fluent language, moderate volume, standardized teaching language, inspiring and vivid image. The basic requirements of body language are natural and generous, friendly eyes, natural expressions and gestures, and passion and enthusiasm. B. Basic requirements of blackboard writing art: 1. Clear handwriting, neat appearance and proper color matching. There are no typos. Second, different levels of titles should have different stay time and reasonable position arrangement on the blackboard. Thirdly, the title and content are properly laid out, the explanation content is erased in time, and the teaching context is always clear on the blackboard. C. Teaching content Teaching content mainly includes the choice of content, the organization and order of content, the grasp and analysis of difficult and key issues, the choice of questioning skills and teaching methods. The content should be comprehensive, complete and without omission, while highlighting the key points, difficulties and key points; The learning arrangement of content should be from shallow to deep, from the surface to the inside, in line with students' cognitive laws; Teaching methods should be diversified and comprehensive, and appropriate methods such as analogy and questioning should be used. D. Teaching methods The basic requirement of teaching methods is flexible and all-round display. For example, to learn new words, we should combine sound, form and meaning, and strengthen the form and meaning of words by enumerating, comparing and making sentences. If you use multimedia, you should improve the courseware, fully consider the characteristics of the trial lecture, don't take up too much teaching time, and arrange the time appropriately. E. The specific contents of organizing teaching include: determining teaching objectives, selecting teaching methods, and implementing teaching design. In addition, it also includes testing students' learning attitude, cultivating students' interest in learning, and conducting multi-dimensional exchanges with students. (2) Talking about lessons A. Talking about lessons means that teachers analyze teaching tasks, state teaching objectives and tell lesson plans according to educational theories, curriculum standards, teaching materials, students' situation and teaching conditions, and then let listeners comment on them, so as to achieve the purpose of mutual communication and improvement. As the basic component of teachers' professional activities, lecture is the extension and expansion of classroom teaching behavior, and it is an important means and bridge for teachers to sum up teaching experience, find teaching problems and enhance teaching wisdom. In a narrow sense, lectures refer to the way teachers express themselves orally. Based on educational science and textbook theory, aiming at the specific characteristics of a class and taking teachers as the object, teaching research activities are carried out between preparing lessons and listening to lectures. B, the focus of the lecture is to explain what to teach, how to teach, how to do it and why to do it. It can reflect the lecturer's educational philosophy, teaching skills and teaching style in a concentrated and concise way, better reflect the lecturer's teaching wisdom, raise his teaching practice to a certain rational level and solve the contradiction between teaching and scientific research, practice and theory. It is a teaching activity based on school, facing teachers and serving practice. Lectures are not limited by space, influenced by teaching progress, and will not interfere with normal teaching; At the same time, lectures are not limited by textbooks and grades, nor by personnel. They can go to schools or teaching and research groups. Candidates will be given a lecture scope before the exam, and candidates can prepare all the articles within the scope. Oral English class contains teaching objectives. Generally, there are two or three goals in a class, and the requirements are not high. There are only two or three teaching points and difficulties. Teaching steps are the key, you should tell all the steps you designed. In addition, after completing a step, you should also talk about the reasons for arranging this step, and you can also talk about your teaching principles and methods by the way. Speaking class focuses on evaluating the quality of candidates in mastering teaching materials, designing teaching plans, applying teaching theories and demonstrating basic teaching skills. C. Teaching contents The teaching contents include: teaching materials, learning conditions, teaching methods, learning methods, teaching procedures and blackboard writing. On teaching reflection. A. When it comes to teaching materials and class hours, the teacher should first explain his understanding of the teaching materials, because a thorough understanding of the teaching materials can make a more perfect teaching plan. The textbook includes three aspects: First, a brief analysis of the textbook. On the basis of reading the textbook carefully, explain the position and function of the textbook. Second, clearly put forward the specific teaching objectives of this class. The classroom goal is the teaching result to be achieved at the end of a class planned when preparing lessons. The clearer and more specific the classroom objectives are, the more fully teachers understand the lesson preparation and the more reasonable the design arrangement of teaching methods. We should avoid rigid rhetoric and analyze teaching objectives from four aspects: memory, understanding, mastery and application. The analysis of teaching objectives should be expounded from three aspects: ideological objectives, knowledge objectives and ability objectives. Thirdly, it analyzes the compiling ideas, structural characteristics, key points, difficulties and keys of the textbook. B talk about the learning situation, including the basic situation of students learning this course and this textbook. Analyzing the identity and difference of teaching objects is the basic condition of teaching. Lecturers should have "someone in mind" and "knowledge in teaching" in order to make their teaching practical and targeted. Generally speaking, the analysis of learning situation should focus on the existing knowledge and experience, psychological characteristics and learning style, and the analysis of students' basic abilities (mainly including self-study ability, thinking ability and practical ability, etc.). ) and personality development and group promotion. C. Oral teaching method is teaching method, including the following categories: situational teaching method (creating problem situations, stimulating students' interest in learning, mobilizing students' internal learning motivation, and prompting students to learn actively); Goal-oriented learning method (clear learning objectives, so that students have a clear direction and a clear purpose, and encourage students to actively explore and discover); Demonstration of experimental methods (by observing and analyzing experimental phenomena, reasoning and verifying material properties); Comparative method (inspiring students to know and acquire new knowledge); Discussion method; Induction; Reading methods; Combining self-study guidance with self-summary; "Ask questions, explore, communicate, summarize, read and explain". D. Speaking and learning methods are learning methods, including observation, induction, reading, association and reasoning. E. Teaching plan teaching generally needs to go through several main steps, such as guiding people, teaching new lessons, consolidating exercises, homework, and proposing research topics. F blackboard writing can generally be divided into two parts: systematic blackboard writing and auxiliary blackboard writing. Systematic blackboard writing is a high generalization of teaching content, such as lecture outline, basic content, important conclusions and so on. Auxiliary blackboard writing is to briefly write some important concepts, terms or important time and place on the blackboard according to the teaching needs. System blackboard writing is generally written in an important position on the blackboard for a long time, while auxiliary blackboard writing is often erased while writing. G. Speaking of teaching reflection, first of all, the speaker should comprehensively summarize the teaching situation of this class, and talk about whether he has made progress in the guiding ideology of teaching, whether he has broken through the outdated teaching concept, whether he has paid attention to the implementation of the new curriculum concept, whether he has embodied a brand-new correct view of students and teaching, and whether he has highlighted students' dominant position in classroom learning. Secondly, we should talk about whether our teaching methods and guidance to students' learning methods have improved and what improvements have been made. Thirdly, talk about whether I have improved my teaching skills through a period of teaching and research, and what improvements have been made. Finally, on the basis of profound introspection, I will tell my main shortcomings and improvement measures in this subject teaching. (II) Defense 1 Structured Interview Structured interview, also known as standardized interview or answering prescribed questions, is an interview method that asks questions to candidates according to a set of pre-designed test questions containing various evaluation factors, and gives candidates' scores on various evaluation factors according to candidates' answers. In a structured interview, the sum of the scores of each evaluation factor is the final result of the candidate's interview. In an interview, a topic generally includes several evaluation elements. Examiners don't score according to the questions, but according to the various abilities (that is, evaluation factors) reflected by candidates' answers. Finally, the scores of all evaluation factors are added up to get the interview results of candidates. Structured interview questions mainly include: a. professional knowledge. Many of these questions are aimed at the reported majors. For example, teachers who apply for middle school Chinese may encounter reciting classical Chinese, and candidates who apply for high school physics teachers may encounter related topics about high school physics theory. This requires candidates to be more careful and comprehensive when reviewing their majors, and at the same time pay attention to the ability to express what they have learned. B. Topics such as education-related theories are mostly related skills in pedagogy, such as how to have a good class. The other is the analysis of educational phenomena, such as how to treat educational equity. Many of these topics are very similar to case analysis and discussion questions in educational theory. The difference is that candidates must explain their analysis of educational phenomena as comprehensively as possible in a short time, and at the same time be able to express it logically. C. other types of topics these mainly include the examiner's inquiry about the candidate's personal basic information such as experience, work and family. The main intention is to have a preliminary understanding of the candidate, but also to test the candidate's logic and expressive ability. In addition, examiners randomly ask candidates about their understanding of social phenomena and related policies. 2. unstructured interview candidates after the trial or lecture. The examiner will ask questions randomly or ask questions about the candidates' statements, and the candidates will answer the questions. This process is called unstructured interview. The problems include the cultivation of teachers' morality, educational theory, new curriculum reform and the basic knowledge of this subject. From the examinee's point of view, unstructured interview can better test the examinee's performance in coping with the pressure of the examination room. This kind of random questioning (or questioning) requires higher ability of candidates. From the examiner's point of view, this interview method can make a more comprehensive investigation of candidates, and the information that can be obtained mainly can be quickly fed back. However, compared with structured interview, this method lacks consistent judgment standards, and the examiner's subjectivity accounts for a large proportion.