Optimize The Teaching Wit Of High School Teachers Of Ideological And Political Courses Strategy Research

Teaching wit is the creative action that teachers make instantaneously in the actual teaching process when facing situations beyond their pre-set conditions.It is not only the teacher-student-oriented value orientation and the specific expression of the broad knowledge system in teaching,but also the teacher The concentrated product of quick thinking ability,flexible adaptability and good creative ability.Teaching wit is conducive to teachers' use of educational wisdom to turn unexpected situations in the classroom into teaching resources,turning "unfavorable" into "favorable",enhancing the teaching effect while maintaining classroom order and ensuring the smooth progress of the classroom,helping students grow into talents.This article strives to integrate teaching wit into the teaching of politics in high school,explores the fit point of teaching wit and politics,and promotes the construction of the teaching team of politics in high school while deepening the research of teaching wit.First of all,this article systematically discusses the meaning,characteristics and theoretical basis of high school politics teacher's teaching wit,in order to form a preliminary understanding of high school ideological and political teacher's teaching wit.In terms of meaning,high school politics teacher's teaching wit is the creative action that high school politics teacher can make instantaneously in high school politics teaching,stimulated by a certain teaching situation,which can promote student development and cultivate students' core literacy;In terms of characteristics,political orientation,symbiosis of morality and intelligence,on-the-spot creativity,and situational generation are notable characteristics of high school politics teachers' teaching wit;in terms of theoretical basis,Fowler's theory of teacher growth stages and Rogers' s student-centered teaching Views and Watson's stimulus response theory provide solid theoretical guidance for teaching wit.Secondly,this article deeply analyzes the content of high school politics teacher's teaching wit from the three aspects of goal,inducement and behavior process.In terms of goals,the direct goal of high school politics teachers' teaching wit is to ensure the smooth teaching process and the achievement of teaching goals.The ultimate goal is to promote the long-term development of students,and the direct goal is to serve the ultimate goal.In terms of incentives,unexpected student behaviors in the teaching process,new ideas or teaching mistakes generated by teachers in teaching,and interference from external factors are the direct factors that induce teachers to take witty actions;in terms of behavioral processes,teachers' teaching wit Roughly follow the process of acquiring information on changes in the teaching situation,predicting behavior based on the information,making immediate responses in line with the situation,and reflecting and adjusting behavior in action.Thirdly,this article is oriented to the teaching practice of high school politics teachers,excavating the existing problems and deficiencies of teachers' teaching wit,and analyzing the reasons behind them.In general,the inaccurate timing of teaching,the lack of creativity in behavior,the lack of fluency in the course of action,and the inadequate implementation of moral education goals are the main problems of high school politics teachers' teaching wit.Based on this,this article analyzes the reasons from four aspects: the in-depth implementation of the teacher's student-based teaching concept,the insufficient development of creative ability,the insufficient accumulation of teaching experience,and the insufficient awareness of fulfilling responsibilities.Finally,this article proposes strategies for optimizing the teaching wit of high school ideological and political teachers from the three aspects of teachers' educational philosophy,knowledge literacy and professional ability.First,update teachers' educational philosophy,which specifically includes forming a student-based value orientation,cultivating curriculum creation awareness,establishing lifelong learning concepts,and strengthening the sense of role responsibility;second,improving teachers' knowledge literacy,specifically including consolidating ontological knowledge and enriching Conditional knowledge,accumulate practical knowledge and expand cultural knowledge;third,improve teachers' professional ability,including cultivating keen observation ability,developing flexible adaptability,developing good creative ability and developing comprehensive reflection ability.