A Study On Formation Reasons Of Teaching Wisdom For Mathematics In Elementary Schools

The study of teaching wisdom has a long history. But so far, intensive studies on educational wisdom, especially on the core issue of educational activities-teaching wisdom-are few, if any, the studies almost focus on the extensive or descriptive perspectives. Current studies have nearly formed a theoretical framework relying on the core of “class preset” and “class wit”. At the theoretical level, most of studies are relied on the general sense of teaching wisdom theory in the view of static analysis. But the studies,which is specific to the connotation and characteristics of teaching wisdom for mathematics teacher in elementary schools, are few. So are the studies of generative motivations of teaching wisdom. The achievement of these two points need to be further deepened. This study attempts to solve two issues: First, what the main generative motivations on the teacher’s teaching wisdom are. Second, in this particular context-elementary school mathematics teaching, analyze teaching wisdom of first-line teachers at a height of theory.This study took ten mathematics teachers in elementary school as samples, analyze formation factors implied in the argument for first-line teachers’ teaching wisdom. Through the systematical study on the generative process and motivations of teaching wisdom,concluding a logically developmental pattern for the formation of teaching wisdom, this article believes that three factors influence the formation of teaching wisdom: Basis(individual and social basis), Motivation(creative thinking and teaching reflection) and Accomplishment(psychological accomplishment and professional accomplishment).Teaching wisdom includes class design ingenuity and on-site adjustment wit, so the effective development of teaching wisdom must act on three generative factors or on teaching wisdom itself. This article also puts forward the concept of “false wisdom”,effectively demonstrating the connotation of wisdom. On the basis of general teachingwisdom study, this article also discusses the teaching wisdom limited to the elementary school mathematics teaching, and refine that “understanding teaching material thoroughly”and “familiar with students” are the direct ways to form teaching wisdom. Finally two case studies on theory and practice of expert teacher- Zhang Qihua and Yan Yuhong, on one hand verify the “mode” in this article, on the other hand get a supplement for “wisdom education” and “cultural accomplishment”.Based on the formation reasons of teaching wisdom and the connotation of elementary school mathematics teaching wisdom, this article lists several operationally developmental strategies for teaching wisdom: 1. the development of comprehensive cultural accomplishment, 2. the development of subject teaching knowledge, 3. teaching reflection and 4. getting help from peer.