A Study On The Current Situation And Countermeasures Of High School English Teachers' Classroom Teaching Wit

Teaching tact refers to a teacher's ability to face complex teaching situations.In the classroom teaching process of high school English teachers,there are some unexpected events.How to deal with these unexpected events requires high school English teachers' teaching tact.Teaching tact can not only promote the interaction between teachers and students,enhance their emotions,but also maintain the order of the classroom.However,in practical teaching,high school English teachers' awareness of teaching tact is not sufficient for many reasons,teaching tact has not been well implemented to deal with emergencies in classroom teaching,which has greatly reduced classroom teaching effects.Therefore,it is of great significance to discuss the classroom teaching tact of high school English teachers.In this study,questionnaire surveys,classroom observations and interviews were used to investigate the classroom teaching tact of high school English teachers in Wanzhou District.The purpose of this paper is to explore the current situation of classroom teaching tact of high school English teachers in Wanzhou District and the influencing factors.On this basis,the paper puts forward relevant countermeasures and suggestions.The main findings are as follows: First,the questionnaire shows that high school English teachers have a high level of cognitive tact in classroom teaching.Secondly,there are differences in the classroom teaching tact of senior high school English teachers in different professional development stages.Due to the lack of teaching experience,novice high school English teachers can only avoid or roughly deal with emergencies,which reduces the use of teaching tact.However,proficient high school English teachers and expert high school English teachers have relatively rich experience and have a better understanding of classroom emergencies.They can turn incidents into meaningful teaching resources,so as to be more mature.Third,whether the teaching tact of high school English teachers is fully utilized in the classroom is affected by many factors,and the degree of influence is not the same.In general,it can be divided into subjective factors and objective factors.The subjective influencing factors include the teaching tact of high school English teachers,the professional knowledge of high school English teachers,the teaching experience of high school English teachers and the professional emotions of high school English teachers.While the objective factors include students,teacher-student relationships,classroom atmosphere and the external environment.Fourth,there are some differences in classroom teaching tact among high school English teachers in questionnaire surveys and classroom observations.Most of the reasons are due to the daily teaching pressure and job burnout of high school English teachers.To sum up,this study hopes to put forward corresponding countermeasures for the current situation,existing problems and development of high school English teachers' classroom teaching tact through empirical analysis,so as to inspire the first-line high school English teachers and improve the effect of classroom teaching.