A Study On The Evaluation And Implementation Of Teaching Tact In Mathematics Classroom Of Middle School

Teaching tact means that teachers should have a kind of ability with swift, correct and educational creative action when facing complicated teaching situations. Teaching is always accompanied by some unexpected emergencies. How to deal with these emergencies requires teachers’ teaching tact. It can creatively process accident in the classroom and the classroom accident can also be valuable resource to teachers. It not only embodies the education level of a teacher, but also is the important condition to realize high-quality teaching. In order to promote the development of teachers’ teaching tact, to understand the influence factors of middle school mathematics teachers teaching tact, so as to suggest the promotion of the teachers to better achieve the high-quality teaching in the classroomThis paper is divided into six parts:The first part is the introduction, mainly discusses the background, significance of research, research process and comprehensively discusses the research status at home and abroad about teaching tact. Existing literature on the subject is too general, lack of empirical research.In the second part, on the basis of the concept and classification of teaching tact, the writer compares the research on the influencing factors and the developing way of teaching tact of the scholars at home and abroad. Based on the inherited the existing research on the basis of the definition of teaching wit, will the connotation of teachers’ teaching tact has carried on the deep analysis.The third part is the development of teaching evaluation questionnaire. Through the way of literature induction method and questionnaire method, determines the evaluation index, evaluation standard and the weight of each index, thus generated teaching evaluation questionnaire.The fourth part is the implementation of the middle school mathematics teachers’ teaching evaluation. Select an object to observe, classroom observation table, and implementation of classroom observation. According to the observation data collected in which classroom teaching evaluation questionnaire, the teachers in the form of interview to be measured and then continue to trace their understanding of teaching, and then analyses the reason of teachers’ teaching level is uneven, summing up the influencing factors of teaching mainly include:teaching preparation before class and after class teaching reflection, teachers’ comprehensive qualities, class’s and grade’s concept of classroom atmosphere, teachers’ teaching tact and the accumulation of experience in teaching.The fifth part puts forward to promote the development of middle school mathematics teachers’ classroom teaching tact five Suggestions:to set up the correct view of teaching, pay attention to the accumulation of experience in teaching and preparation before class and after class reflection, expanding their knowledge capacity, establish a good class classroom atmosphere, improve their ethics.The last is the insufficient research conclusion, and prospected. The innovation of this article is that compiled a set of practical teaching evaluation questionnaire, and consciously choose several groups have certain differences in teachers’ classroom performance, through analyzing the different between, find the reason that affect the level of teachers’ classroom teaching wit, to more attention by the teachers for teaching.