Study On Teaching Wit Of Expert Teachers In Community Class

One of the learning community teaching concepts is to allow all students to participate in the classroom together to form a teaching classroom centered on "dialogue" and "listening".Teaching wit is an important quality for teachers to engage in teaching activities.It is both an art and a practical wisdom.Based on the characteristics of openness,heterogeneity and democracy of the community classroom,it shows the important position of teaching wit in the community classroom.In the classroom teaching of the community,there will be random,accidental and pre-set teaching conditions.How teachers deal with these problems,obtain the best teaching results,how to maximize the connection between classroom resources and teaching presets,and promote the implementation of teaching objectives to the maximum,these have high requirements for teachers’ teaching wit.At present,there are abundant research results on learning communities at home and abroad,But no researchers have studied the teaching wit of expert teachers in the classroom of the community.Therefore,the study of the teaching wit of expert teachers in the classroom of the learning community is conducive to promoting the professional development of teachers and Building a more stable community classroom.This research is analyzed from the following parts:In the first part,the reason and research significance of the topic selection are proposed for the apprenticeship of F elementary school.By reviewing the literature and combing the research summary of the learning community and teaching wit at home and abroad,based on this,the expert teachers,teaching wit and learning community are explained.The concept of the classroom further explains the theoretical basis of this study.The second part is an overview of the theory of community classroom teaching wit.It analyzes the basic ideas of learning community from the perspectives of learning methods,teaching behaviors,teacher-student relations,etc.;The influence of the basic idea of the community classroom on teachers’ teaching wit and the value of the teacher’s teaching wit on the value of the community classroom.The third part is a case investigation of community classroom expert teachers’ teaching wit.The author categorizes records and sorts the community classroom wit events during the internship,the author summarizes the types and characteristics of community teaching wit based on practical materials and literature reviews.In practice,the author collects the real objects related to the content of this research,and further elaborates the conditions for the formation of community classroom teachers’ teaching wit.The author takes community expert field observations,practice records and educational interviews with two expert teachers of F elementary school as the research objects.According to the type of community classroom teaching wit,a classroom teaching wit observation table is developed to observe the actual situation of the expert teacher’s teaching wit.The teaching practice case is selected for analysis according to the type of teaching wit.At the same time,students were interviewed to analyze the impact of teaching wit on the classroom effect from the perspective of teacher-student communication status,emotional status and completion status of teaching goals.The fourth part analyzes the conclusions of the teaching wit of expert classroom teachers in the community.Based on this,it puts forward relevant training suggestions for the teaching wit of community classroom teachers from the level of community environmental organization,teacher teaching,and student self.Provide reference value.The study of expert teaching wit in the Community Chinese classroom is a relatively new subject.This research attempts to combine theory with practice,in order to explore how teacher teaching wit is formed in the classroom of the community,and to demonstrate and explain the application of expert teacher teaching wit and the connection between expert teacher teaching wit and classroom teaching effect.The purpose is to explore the effectiveness of community classroom teaching and its correlation with teacher teaching tact,and provide reliable suggestions for building a more stable community classroom.