On The Core Elements Of Generating Practical Wisdom Of Classroom Instruction

During the process of basic education reform, so many new concepts have emerged, but the practice of teaching in the classroom is too difficult to change according to these new concepts. All these place the direct implementers-the teachers in something of a dilemma. How to balance between the requirement of theory and the teaching practice, the new concepts and the old ones, challenge the teachers' teaching practice wisdom. Another aspect, in order to realize the dynamic generative teaching and get the purpose of developing creative students, the teacher also needs teaching practical wisdom. Only this, can the teacher teach creatively and cope with the varieties of situations tactfully. So the wisdom of classroom instruction has been the strongest voice in the field of the teachers'professionalism.It is significant to promote the wisdom of classroom instruction not only for the developing of teachers but for the reform of basic education.In order to promote the wisdom of classroom instruction, this paper will think over three questions based on the former research. The first one is what the key elements that generate the wisdom of classroom instruction? The second one is what the logical relation between the elements? The last one is how to realize these elements? So this paper firstly elaborated the teacher's own philosophy as the premise to generate the wisdom of classroom instruction, which had better accordance with the new concepts about education. Next this paper investigates how to promote the teachers'observation and listening ability for the sake of generating the wisdom of classroom instruction. The last part of this paper discusses the teachers'thinking quality, which can be extended by changing the way of thinking and developing the ability of reflective thinking. The proper way of thinking may be the generative thinking, the integrative thinking, the moderation. The teacher's reflective ability can be promoted from the awareness of problem, the correct attribution and the appropriate carriers.