Research On Teaching Tact In High School Chemistry

As the centralized reflection of teachers'wisdow, teaching tact is the indication of teachers' good psychological quality and superb teaching skills, and it is also the indication of teachers showing concern to students. In fact, many chemical teachers are using the teaching tact intentionally or unintentionally while teaching. Howerver, beacuse of nor the clarification of the unique value of teaching tact on ideological and chemical courses nor the systematic analysis of how the teaching tact should be implemented is available, the teaching behavior of chemical teachers is based on the teachers'personal nature. On the basis of the situation,the research puts forward some constructive viewpoints and conclusions in view of how a chemistry teacher to be a tactful teacher.It mainly aims to analyze the use of teaching tact by chemistry teachers through the method such as questionnaire, interview, individual apperception, document,speculative and empirical study and so on, in order to make teaching tact serve the chemistry teaching more better. Firstly, the paper makes brief summaries about research status at home and abroad, definition, character and influencing factors of teaching tact; then teaching tact is divided passive tact and active tact artificially;furthermore, passive tact is divided cognitive and non-cognitive occasional events according to whether occasional events belongs to either cognitive or non-cognitive factors;then, how to play the teaching tact in the course of teaching is introduced according to two concrete forms of teaching tact-silence and wait;lastly, that enclosed questionnaire to the teaching tact of chemistry teacher is empirical analyzed, in order to draw some constructive and meaningful ideas and conclusions for the general reference for elementary school teachers.