Teacher's Teaching Wit Research

Teaching wit is an important criterion for teachers' quality and professional level,and plays an important role in teacher education and teaching.The teacher's teaching wit can effectively use the various educational resources randomly appearing in the classroom to achieve quality teaching.However,because teaching wit is a kind of instantaneous behavior,and emphasizes a situational experience,the deep research on it at this stage is lacking.This study attempts to explore this issue from the theoretical and practical levels,in order to have a deep understanding of the educational phenomenon,and thus achieve the teacher's quality teaching.This study aims to solve the following questions: What is teaching wit? What are the conditions for his occurrence? How did the whole process happen? Focusing on these three issues,on the one hand,based on the current theoretical analysis of teaching wit research;on the other hand,through qualitative interviews,deepening the world of teacher experience,collecting,collating and analyzing relevant materials;finally,combining the above two aspects The results of the research and analysis have re-recognized the teaching wit.Accordingly,the full text is divided into three parts.The first part(Chapter 2)is a theoretical analysis,which mainly analyzes the existing knowledge of teaching wit in the current academic field,specifically the connotation and extension of teaching wit,the conditions of occurrence and the process of occurrence.Through analysis,it can be found in theoretical research.Some misunderstandings,and gain new enlightenment from it,which reduced the re-recognition of the latter and reduced the direction of research;The second part(Chapter 3)is qualitative research.In-depth study,through interviews with 6 primary and secondary school teachers,to gain a practical understanding of teaching tact,on the one hand to confirm the previous theoretical analysis,another The aspect provides new insights for the subsequent re-recognition;The third part(Chapter 4)is a re-recognition of teaching wit,combined with the problems and new inspirations found in the previous theoretical analysis and practical research,to re-recognize the teaching wit,the nature,conditions and occurrence of teaching wit The mechanism is described in depth.The conclusion of this study points out that in teaching practice,teaching wit action often has great flexibility.Our research on teaching wit is limited to the theoretical level and can only be understood by us,not as a guide and reason for our actions.