Research On Teaching Tact Of Chinese Teachers In Primary School

Classroom teaching tact is the practical act teachers presented when facing classroom accidents and emergencies and complex classroom teaching situations, which involves a decisive, accurate judgment and timely, clever, flexible, effective action. Teaching tact takes the wisdom of teaching as the core, studying which is of important theoretical and practical value.This study of Tianshui S Primary School, a total of three front-line observation of classroom teaching of language into the county D Elementary School, with its own internship experience and interviews with primary school teachers, on the basis of the collection of classroom teaching wit instance, the in-depth analysis of Chinese primary line.Teachers in the classroom teaching how to play the wit and mental activity status at the time, according to the results of observations and interviews, combined with relevant examples, teaching wit factors come to influence, propose strategies to promote primary school classroom teaching wit generated.The main contents of this study are as follows:The first part is the introduction, first elaborated the purpose and significance of the research topic. Secondly, articulated choose research methods and objects. And again, in detail combing the research status at home and abroad. Finally, the paper describes the basic framework. The second part of the study through in-depth interviews and observation, collecting teaching practice embodied in primary school language teaching witty stories, and according to three dimensions (teachers’ own mistakes, student questioning and mischievous, external environmental disturbance) classification and analysis. In the third part, the author based on the collection and classification of interview mat erials, combined the cases, feedback from students and their internship experiences, a nd explored the influencing factors of teaching tact from the interview of research sub jects. The influencing factors are concluded as follows, experience and knowledge, aff ective factors, intention of action, students and other factors. The fourth part is the combination of factors that influence classroom teaching wit, and collected for further analysis of the case, based on an analysis of information from the school system, teachers and students to explore three areas of culture corresponding strategies to generate specific teaching strategies wit.