Research On The Hierarchical Characteristics Of Teaching Wit

In the background of new curriculum reform, the function of the curriculum has changed. Its goal is to change the curriculum too much emphasis on imparting the value of knowledge orientation, and emphasize the formation of students’ value orientation of active learning, so that students can learn basic knowledge and basic skills, at the same time correct values can be formed. From the value of the new curriculum, it pursues students to master learning methods and to develop learning habits. Students become the master of learning and the subjectivity can be played, so the teacher’s teaching wit fit the curriculum reform requirements. In the specific teaching practice, teachers play different levels of teaching wit. In order to clarify thedifferent levels of teachers’ teaching wit, try to find out the different levels of teachers’teaching wit from the practice, put forward the feasible suggestions and strategies to improve the teaching wit level of teachers.Based on the previous study of teaching wit, try to jump out "whether there is teaching wit?", the classic problem. Begin to try to think about teaching practice, the existence of teaching wit as a quantitative research, how about the level of teaching wit? What are the hindrances in the development of teachers’ pedagogy? How to improve the wisdom of teachers at different levels of teaching wit?Through the above thinking, this paper uses classroom observation, case analysis and other methods to research the level of teacher teaching wit. Before discussing the differences in the level of teaching and learning, the author first discusses the significance of teaching wit in the background of the new curriculum reform, from the value orientation of the new curriculum reform to the characteristics of teaching wit,and then discerns the new ideas of teaching wit, finally finds the significance and value of teaching wit in the Background of curriculum reform. Secondly, analyze the influencing factors and forming conditions of teaching wit from the macroscopic level,and seek the path of the formation of general and general sense of teaching wit. And then through the observation of the classroom, research classroom records. Take"complete the teaching objectives"、"for the healthy development of students" 、"take the opportunity to guide students to develop" as the framework to analyze teachers’ attitude to face the incident of classroom and the attitudes and the way to handle. Analyze teachers’ purpose and effect of teaching wit, divide the level of teaching wit: primary level of teaching wit, intermediate level of teaching wit,advanced level of teaching wit. Explore their different characteristics from different levels: the passive, deliberate, self-interest of primary level of teaching wit; the initiative, students, generative of intermediate level of teaching wit; the sharpness ,Artistic, perfect of advanced level of teaching wit.Finally, consider the advice of development from the different levels of teachers’teaching wit to the higher level of teaching wit. Teachers who develop from primary level of teaching wit to intermediate level of teaching wit need to enrich their spot experience, enhance the classroom "presence" sense and concern about the students’response. Teachers who develop from intermediate level of teaching wit to advanced level of teaching wit need to improve their teaching acumen, improve the ability to transform accident into teaching objectives and deepen their own ability to reflect. At the end of the paper, a general strategy that applies to the development of all teachers’pedagogy is proposed.