A Research On The Generation Strategy Of Pedagogical-Tact In The Perspective Of The Education Phenomenology

With the deep development of the new curriculum reform, teachers become the mainforce of the education reform, it is necessary to enhance teachers’ professional knowledge topromote the successful development of the new curriculum reform. In the teachingcircumstances, teachers have to face the objects that have a different personalities andcomplex mental activities, and may encounter special problems which can’t predict inadvance at any time in the teaching process. Therefore, teachers have a certain level ofpedagogical-tact is very important. The more high ability of pedagogical-tact, the more valideffects will achieve, because teachers can able to deal with the unexpected educational issuescalmly and ingeniously. So the ability of pedagogical-tact will have an important significancein the teaching.The thesis analyzes the educational philosophy of pedagogical-tact from the perspectiveof phenomenology in the philosophical, and applies a theory which return back to the factworld for provide a new perspective about the generation of pedagogical-tact. Teachers canrealize that, the implementation of the tact actions in a specific educational context forstudents’ particular demand is the real education. On the basis of analysis the literature, andinterviews the primary and secondary school teachers on the cognition of pedagogical-tact, atlast to raise the generation strategy of the pedagogical-tact.In this thesis, the discussion of the pedagogical-tact is divided into the following fiveparts:In the introduction part, it introduces the reason for choosing this topic and the researchsignificance, analyzes the implementation status about the phenomenology, educationphenomenology and pedagogical-tact research, explains the research method and defines coreconcepts.The second part introduces the production and development about the educationphenomenology, which including it generates from phenomenology, the birth anddevelopment processes of the education phenomenology.The third section describes the theory of education which reflects from the educationphenomenology, including the theory of child-centered philosophy; education should be based on special and practical scenes; education should return to the living and the reflectionto the production of pedagogical-tact from the educational philosophy.The fourth section discusses the rational theory generated by the pedagogical-tact in thesense of education phenomenology, including the use of the educational phenomenon tointerpret the essence of education, discussed the main features of the educationphenomenology in the horizon of pedagogical-tact.The fifth section analyzes the generation strategy of the pedagogical-tact in the filed ofthe education phenomenology, including the importance of the education phenomenology, therole of pedagogical-tact, and the general and peculiar generation strategy of pedagogical-tactin the filed of the education phenomenology.