Study On The Teaching Wisdom Of Chinese Special Teachers

Under a modern school curriculum concept,classroom instruction is not simply a knowledge-learning process;it is a mutual life-growing opportunity for both students and teachers.Intelligence-based teaching in Chinese classes represents the comprehensive ability of a Chinese teacher who can grasp the classroom norms,inspire creativity,and interact with flexibility and intelligence.With theories of intelligence-based teaching from domestic and international educators,this paper analyzes several special-grade Chinese teachers of both genders in different eras.Specifically,this paper uses narrative research and summarizes different class lecture examples to scrutinize each instructor's teaching philosophy and classroom records.Overall,this research shows that “classroom intelligence-based teaching” has both practicality and creativity.Chinese special-grade teachers Hongbing Ning and Yi Yu in the early era have distinctive teaching intelligence,comparing to teachers Peidong Xiao and Yifei Dong in the newer era,but all of them also have similarities in classroom intelligence-based teaching.This research offers the methods to enhance intelligent-based teaching for special-grade teachers,after exploring the internal and external factors of these four teachers' teaching wisdom.This paper comprises of an introduction,main body and a conclusion.The introduction outlines the research purpose,and presents the review of domestic and international research on intelligence-based teaching,including existing conditions,meaning and concept,and definition.The paper then divides into four primary sections.The first section gives a general definition of intelligence-based teaching,summarizes its key characteristics,and identifies the components of this concept.The second section explores the distinguishing characteristics of each teacher's class.Each teacher's personality is different: Hongbing Ning advocates creative thinking,and Yi Yu uses Chinese to educate,whereas Peidong Xiao emphasizes on basic teaching and Yifei Dong pursues poetic teaching.In addition,this paper summarizes their similarity: student-centered teaching,flexible response,neutral critique,and constantly perfecting reflection.The third section analyzes the internal and external factors of influencing classroom intelligence-based teaching.The internal factors for a Chinese teacher include his or her level ofprofessional knowledge,teaching experience,and self-reflection.External factors include the living and studying environment,and encounter of other people and incidences.The fourth section offers different strategies for first-class Chinese teachers to improve self-intelligence from enhancing personal knowledge,increasing classroom practice,and focusing on post-teaching reflection.The conclusion further condensed the key factors and strategic methods to constitute intelligence-based teaching for current special-grade Chinese teachers.