A Case Study Of The Generation Of Tact In Junior High School Teachers

In the classroom teaching,many emergencies often occur.The success of these incidents depends largely on whether teachers can effectively use their teaching skills.Teaching intelligence runs through the entire process of teacher professional development,and it is also a concrete embodiment of curriculum reform.It shows that teachers can quickly,effectively,and intelligently deal with incidents in a non-preset environment,while being able to use the classroom skillfully.Generated resources,according to the students' practical needs,creatively integrate and reorganize teaching resources,and improve teaching efficiency.It reflects the “accidental changes” and“determined actions” of teachers' subjectivity.Whether or not the teaching intelligence can be fully exerted is affected by many factors,and the degree of influence is not the same.Teachers with strong skills in the use of education are often able to calmly and calmly respond to unexpected situations in the classroom,and are able to respond to problems in a flexible manner and to achieve good educational results.Researchers of foreign language teaching started early and concentrated on descriptive and theoretical studies of their concepts.In China,there has been more accumulation of research experience in classroom teaching and wisdom,and there are a large number of researchers engaged in research.These are mostly influencing factors and training strategies.However,the research content is not sufficiently detailed,and no systematic theoretical system has been formed.Therefore,this article is necessary to carry out a more in-depth demonstration of the teacher's teaching intellect as a research topic.Theoretically,this study establishes the characteristics and commonalities of teachers' tact in different stages of professional development.Through the presentation of teaching cases,it helps teachers to self-analyze the resolution of emergencies so as to promote the improvement of the quality of teaching intelligence..In the teaching practice,the role of teaching intelligence is highlighted,and the transformation of the junior high school classroom into a generative and innovative classroom is reflected.This study takes the teaching wisdom of junior high school teachers in different stages of professional development as the main research perspective,selects three teachers of different professional development stages as the research objects,and analyzes and summarizes a large amount of research on teaching wit at home and abroad.The research content is roughly divided into the following aspects: First,through the teaching cases,the current situation of junior middle school teachers' teaching wit generation at different stages of professional development is understood,showing the status of the teachers at different stages,focusing on the development process of the teaching dynamics and focusing on Occurrence,development,and performance of results.The second is to analyze the characteristics of the teaching intelligence of junior high school teachers in different stages of professional development,to explore the obstacles encountered in the process of teaching intelligence,and to summarize the commonalities and differences in the generation process.The third part analyzes the commonality and difference of the factors affecting the junior middle school teachers' pedagogic wisdom in different stages of professional development,and explores the factors that affect the teachers' tactile generation in different stages of development.Fourthly,on the basis of the above discussion,relevant suggestions and inspirations for the generation of junior middle school teachers' teaching wit in different professional development stages are proposed to provide reference for the professional development of junior middle school teachers.