Research On Teaching Wit Based On The Stage Of Teacher Professional Developmen

Teaching tact is the teacher’s professional ability to perceptively perceive classroom emergencies and immediately create and solve them.Teaching tact is the internal requirement of teachers’ professional development and the manifestation of teachers’ comprehensive professional quality in the emergent teaching situation.High level teaching tact can create a wonderful classroom,create a harmonious and pleasant teaching atmosphere,protect the fragile minds of students,close the psychological distance between teachers and students.However,due to the differences in teaching cognition,professional knowledge level and teaching value orientation of teachers at different stages of professional development,their teaching tact shows phased characteristics on the basis of individual differences.Therefore,it is of great theoretical and practical significance to understand the characteristics and level differences of teachers’ teaching tact in different stages of professional development,analyze the internal and external causes of the differences,and explore the optimization strategies of teachers’ teaching tact in different stages for promoting teachers’ professional development and improving the quality of classroom teaching.Based on the teacher professional development stage,this study studies the teaching tact of teachers in different stages.First of all,the academic research on teacher professional development and teaching tact.By combing related researches on teacher professional development,based on the three-stage teacher growth concept proposed by Lian Rong and other scholars,combined with practical basis such as teaching years,professional titles and teaching research conditions,the professional development of teachers is divided into three stages: novice teachers,skilled teachers and expert teachers.Through the scientific research of the definition of teaching tact,the analysis of subject and object,the process of occurrence and the main characteristics of teaching tact,three dimensions of teaching tact of teachers in different professional development stages are investigated and analyzed.Secondly,investigate the current situation of teachers’ teaching tact in different stages.According to the classification criteria of teaching age,professional title and teaching research,two novice teachers,two skilled teachers and two expert teachers were selected as the research objects.Based on the research needs and the actual situation,six students were selected to investigate.Combining classroom observation and interview survey,the study conducted investigation and analysis from three dimensions: "teachers’ attitude towards classroom emergencies","teachers’ degree of association with classroom emergencies and teaching itself",and "teachers’ educational effect in dealing with classroom emergencies".Thirdly,according to the actual investigation,the specific differences of teaching tact of teachers in different professional development stages are compared and analyzed.Novice teachers are passive in dealing with classroom emergencies and often deal with classroom emergencies separately,which has no significant educational effect.Skilled teachers have an unstable attitude towards classroom emergencies,focusing on the correlation between classroom emergencies and teaching itself,and the educational effect is relatively one-sided.Expert teachers have a relatively positive and stable coping attitude,and are good at harmoniously associating classroom emergencies with teaching itself,so that the educational effects of dealing with them are more profound and comprehensive.Finally,the paper explores the reasons for the differences in teaching tact among teachers at different stages of professional development.Different teaching cognition idea,professional knowledge level and interest value orientation are the main factors that cause the difference.The differences in school assignment and peer communication and cooperation are the external conditioned factors that cause the differences.According to the above research results,the author puts forward the optimization strategies of teaching tact of teachers in different professional development stages.Giving full play to teachers’ subjectivity is the key to optimize teaching tact: novice teachers should "establish scientific cognition,take the initiative to deal with","enhance professional level,pay attention to classroom correlation","change the value orientation,realize the educational effect";Skilled teachers should "consolidate the teaching concept,maintain a positive attitude","deepen professional knowledge,practice harmony and connection","adhere to the student-oriented orientation,comprehensive and profound inspiration";Expert teachers should "firmly believe in teaching,take the initiative to create opportunities","break through professional realm,toward artistic association","loyal to the needs of students,promote the development of individuality".The support of external environment is the guarantee for the optimization of teaching tact: "Schools make reasonable arrangements to optimize the tasks in the stage","in-depth exchanges and learning from each other to assist each other in optimization".