第二篇：申请留学个人简历

THE APPLICATION OF PEDAGOGICAL TACT FOR

ENGLISH CLASSROOM TEACHING IN

JUNIOR HIGH SCHOOL

May, 2014

HUIBEI ENGINEERING UNIVERSITY

Abstract

What is pedagogical tact? It is an ability to grasp the overall situation flexibly and freely in teaching process in order to adapt to the need of modern classroom teaching. That is to say, in the face of unexpected events, teachers have to discern the minds of students keenly, adjust teaching plan quickly, and take new measures to complete teaching tasks and to achieve the expected teaching objectives. At present pedagogical tact is playing an important role in the new curriculum reform. An English teacher intending to gain an effective English classroom teaching must master pedagogical tact. Therefore, studies on pedagogical tact in English classroom teaching are of important practical significance. This paper mainly revolves around the pedagogical tact in English classroom teaching and analyzes the connotation, characteristics and using strategies of pedagogical tact in English classroom teaching. The concrete content includes the following several parts: the first part, mainly introduce the domestic and foreign related research on connotation of pedagogical tact. The second part, mainly expounds the necessity and practical significance of research. The third part，on the basis of clarifying the connotations of the main characteristics, using strategies are discussed. The fourth part, some suggestions about the improvement of teachers' pedagogical tact are put forward.

Key Words: pedagogical tact; English classroom teaching; teaching strategy; teacher’s self-improvement

教学机智在初中英语课堂的运用

摘要

什么是教学机智？教学机智就是教师在教学过程中适应现代教学的需要，灵活自如地驾驭课堂教学进程的能力；在教学过程中面对意外发生的事情，敏感地洞察学生的思维，快速调整教学方案，采取新的措施，圆满完成教学任务，达到预期的教学目的。 英语课堂教学机智在当今课改新课堂中扮演的角色越来越重要。英语教师要想拥有高效的英语课堂就必须拥有教学机智。因此，中学英语课堂教学机智的研究也具有十分重要的意义。本文主要围绕中学英语课堂教学中的教学机智展开研究，主要分析了英语课堂教学中教学机智的内涵与特点, 以及中学英语课堂教学中教学机智应用具体策略等。具体包括以下几部分内容：第一部分, 主要介绍了国内外关于教学机智内涵的相关研究综述。 第二部分，主要阐述课堂教学教学机智研究的必要性与现实意义。第三部分，在中学英语课堂教学中教学机智的内涵基础上探讨了教学机智在课堂表现出来的主要特点与教学机智的使用策略。第四部分，就教师教学机智的提高提出几点建议。

关键词：教学机智；英语课堂教学；教学策略；教师自我提高

Contents

1. Introduction...............................................................................................................1

1.1 The main points of Chinese scholars...................................................................1

1.2 The main points of foreign scholars.....................................................................1

2. The requirement of the application of pedagogical tact .......................................2

2.1 Requirement of teachers' professional development...........................................2

2.2 Requirement of high quality classroom teaching.................................................2

2.3 Requirement of the concept of new curriculum reform.......................................3

3. Application of pedagogical tact in English classroom ..........................................3

3.1 Analysis of the characteristics of pedagogical tact..............................................3

3.2 The strategies for the use of pedagogical tact......................................................4

3.2.1 Verbal strategy ...........................................................................................5

3.2.2 Body language strategy...............................................................................5

3.2.3 Humor strategy............................................................................................5

3.2.4 Emotional communication strategy.............................................................6

4. Improvement of pedagogical tact.............................................................................7

4.1 Further improvement on teacher’s comprehensive quality..................................7

4.2 Efforts on pedagogical practice...........................................................................8

5. Conclusion ................................................................................................................9

Bibliography...............................................................................................................10

The Application of Pedagogical Tact for English Classroom

Teaching in Junior High School

1. Introduction

On the definition of pedagogical tact, domestic and foreign scholars have done a lot of discussion from different angles and aspects.

1.1 The main points of Chinese scholars

“Education dictionary" defined it as "teachers facing a complex teaching situation, make a sensitive, rapid and accurate judgment in advance, for instance, when dealing with special and unexpected problem and facing students in a state of passion teachers demonstrate suitable performance." (顾明远, 1998) Liu Hui interpreted it as " improvisational education wisdom", he pointed out that "pedagogical tact is the expression of education wisdom, without education wisdom, there is no teaching wit; without wit, wisdom is just a state of internal." (刘徽，2005), and some scholars believe that pedagogical tact is the same as teaching skill, teaching art and teaching experience and practice, etc. Some think pedagogical tact is the explanation of teaching tact, namely, pedagogical tact is a kind of teaching ability. Some think teaching tact is the explanation of teaching art, namely, teaching tact refers to a kind of teaching art making decisive and accurate judgment properly to deal with the problem in the face of sudden changed teaching situation. Others think pedagogical tact is the explanation of teaching experience and practice, namely, it is the long-term practice of work experience in teaching preparation, organization and implementation (王鉴，2006).

1.2 The main points of foreign scholars

On theory of pedagogical tact, foreign scholars put forward in the name of education wit, under the lingo of teaching. Sukhomlinskii thought the skill of education is not technique that can foresee classroom unconsciously, but abilities to make changes accordingly. (苏霍姆林斯基，1984) Ushinski said: "A teacher can predict all the details, according to the specific situation at that time, but he doesn't study education theory and has no education wit, he can not be an excellent education practitioners. " (乌申斯基，1995) Max van thought, “teaching tact is the connotation of education wisdom.” (范梅南，2008) This article also argues that it is the same as the concept of education wit. It is the unity of flexibility and alertness of teacher’s wisdom; it is a kind of intellectual “emergency "activity process. It is both the concentrated reflection of teacher's professional level and the key to show the teaching elegant demeanor.

From the domestic and foreign research situation, studies on disciplinary pedagogical tact are so few,especially empirical research. Whereas the previous researches lie in weak state, it is extremely urgent to strengthen disciplinary pedagogical tact.

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2. The requirement of the application of pedagogical tact

Under the background of new curriculum, the teaching environment is unlikely to be completely closed, nor is the course. Both teachers and students are carriers of the curriculum resources, their knowledge base, emotional attitude and life experience will be brought into the classroom. Teachers as mentor of teaching activities and facilitator of students’ learning must start their own tact, according to the needs of teaching to make judgments accurately and quickly.

2.1 Requirement of teachers' professional development

Teacher professional development is refers to the teacher as a professional, the professional thought, professional knowledge, professional ability, etc, constantly improve the process, namely by a novice professional development into the process of expert teachers. Teachers' professional development. The establishment of the professional ideal, Broaden and deepen professional knowledge, improvement of professional ability and the formation of the self. It is easy to see the importance of pedagogical tact in teachers' professional growth. In the face of sudden education accidents, our excellent teachers must possess good teaching art in class, and take specific approach quickly and decisively to deal with teaching emergencies, which is their essential professional growth process.

2.2 Requirement of high quality classroom teaching

There are a lot factors influencing the quality of classroom teaching, including teachers' teaching tact, expression ability, teaching style and other professional accomplishment, students accept ability, understanding ability and other characteristics, environmental factors such as class atmosphere, hardware equipment. Among them, the teaching tact for teachers is the most important to ensure good quality of classroom teaching. Our classroom teaching according to the teaching design, should happen in straight line, to help students acquire knowledge, skills, emotional development, which has appeared all kinds of emergency, at this moment, teachers have to make a choice interrupting the original process or proceeding. Teachers have to master all kinds of approaches, and in the face of emergency moment to finish the whole process of thinking and choice. Good teachers often use their good teaching tact easily to melt embarrassing problems and make teaching go on smoothly.

Effective teaching design is the foundation of effective classroom teaching. In the teaching design, teachers should be based on teaching objectives and teaching tasks, carefully consider the actual situation of students fully, select and implement practical teaching plan. Teachers should not only study the teaching material, also think of how to teaching material content in appropriate ways and means to impart to students, helping students to accumulate basic knowledge, basic skills, rich inner feelings, strive to in the real conditions in less time and energy to get larger teaching effect. 2

Maintaining effective classroom teaching activities should stimulate students' interest in learning, rich variety of all kinds of activities, to strive to generative, highlights openness.

2.3 Requirement of the concept of new curriculum reform

With the implementation of new curriculum gradually, the student's learning style has changed and the students learning initiative enhanced, at the same time, the complexity of English teaching significantly increased, the teachers' pedagogical tact has draw more and more attention, it is considered to be one of the most important quality of a teacher. In 1999 our country opened up a new round of basic education curriculum reform, the education survey leading by the Ministry of Education shows that many problems of basic education existed in our country, for example, the education idea fall behind, personnel training target can't completely adapt to the development of the age. In this time of the new curriculum reform, classroom teaching is the creative activity for teachers and students to implement research and develop curriculum construction, searching for effective classroom teaching strategies become the big trend to solve the problem of teaching. Teachers' classroom pedagogical tact reflects the ability requirement that teachers should be class designers, organizers, guiders and cooperators, teachers taking their initiative to find their own pedagogical tact in class, combine with their own personality, in order to obtain the effectiveness of classroom teaching.

The new curriculum standard requires teachers "in life for this". We also want to take the student as the main body to design the teaching activities, give full play to the initiative and initiative of students, make students all-round development. So we can't take classroom teaching as a closed system, and should try to make the English classroom teaching activities became more alive. Highlight the openness of the classroom teaching, we can from the open active content, activity process, activity space, the way of evaluation and other aspects. Teachers must set up the concept of English teaching students' study and life, make the life of the materials to students, into the inner world of students, guide students to experience and feel the life, try to use English to solve the practical problems encountered in the study and life.

3 Application of pedagogical tact in English classroom

Facing up with present teaching situation, how to make better use of pedagogical tact? This article do not probe specific methods, but from the two macro analysis of the characteristics and application strategies.

3.1 Analysis of the characteristics of pedagogical tact

As a part of teaching art, pedagogical tact naturally has some common characteristics, however, it is not a simple and pure teaching art, it has its particularity. This article briefly summarized the particular characteristics of pedagogical tact in 3

following aspects:practicality, creativity, complexity, situationality and subjectivity. Practicality refers to a relationship and behavior pattern established between teachers and students throughout the whole teaching process in the complex education situation, but it is different from teaching methods, teaching skills and teaching art. "it is a teaching process including the two aspects of understanding and practice in teaching activities", (王鉴, 2006) the established patterns in the form of teaching action are formed in teaching practice, playing roles in teaching practice to turn the disadvantage situation into advantage situation flexibly, and sometimes receive unexpected effect of education.

Teaching activity is a kind of creative work which determines the creativity of teaching itself, once sudden changes occurred in classroom the established teaching scheme and the inherent teaching mode can't cope with the changes. Teacher must dare to break through the stereotypes to create corresponding measures decisively to resolve conflicts in time, in the process of dealing with problems, teacher's unique design and different styles embody teacher’s experience, wisdom and creativity.

"The complexity of teaching not only refers to the situation of teaching and the understanding of teachers, but also refers to the forming process and methods of pedagogical tact." (王鉴，2006) A class usually is composed of dozens of students and several teachers, each student has a unique background of behavior, knowledge and emotion. Students respond a variety of different appearances and emotions to their teachers to express different reflection and to form different understanding. For all sorts of reflection, teachers have to form accurate judgment; the process of taking decisive and effective measures is extremely complex.

Situationality refers to the relationship and behavior mode between teachers and students in the teaching process, it is not random or easy, but requires specific situation, needs the cooperation and interaction between the main body, teachers and students need to be guided and created by pedagogical tact. The motivation of situation mostly from students, teachers must be good at discovering pedagogical tact and taking advantage of situation to make small or petty thing valuable and meaningful.

Pedagogical tact is the product of individual education practice and wisdom, It is the expression of individual experience internalization. Just as different teachers have different teaching experiences, different teachers have different pedagogical tact. Handling of the same situation may use different methods. In this sense, teaching wit is not to teach, is also difficult to imitate, because teaching situation is complex and changeable.

3.2 The strategies for the use of pedagogical tact

Teachers with his extraordinary wisdom, using humor and vivid language, rich accurate expression and gestures and abundant emotion to form a unique style of 4

teaching skills, to make classroom teaching more vivid and exciting.

3.2.1 Verbal strategy

Most of the time, teachers and students communicate through words, therefore, speech is the most common forms of pedagogical tact. Teacher only with the help of certain expression can make great influence on classroom teaching. Teachers' teaching should pay attention to the change of pronunciation, intonation, speed and cadence, Teaching languages should be lively, humorous, infectious, concise and attractive. Teachers' teaching language reflecting the teacher's own knowledge level and ideological level, is a combination of teachers' personal accomplishment. Just as the saying goes, the tongue is the translator of the heart. Visibly, language arts and the internal culture have a close relationship. Therefore, teachers should enhance their quantity and quality of the internal training. Teacher's voice and words forming the atmosphere of relationship with the education quality is very important, and this kind of words of positive atmosphere can not be trained. This witty speech is rooted in the situation, to establish a mutual affinity. The soul communication full of love to create equal, trust, and friendly relationship between teachers and students, and build a kind of affinity, harmonious teaching atmosphere.

3.2.2 Body language strategy

Body language is rich and varied, the various parts of the body can express the thoughts and ideas. According to the practical application in classroom teaching and daily communication between teachers and students, posture language can be divided into dress, looks, facial expressions and actions. According to the arrangement of the design of the English class, the teacher can use a variety of body language teaching from the following aspects: Firstly, different eye sight used in different teaching situation, teachers should be good at using different eyes to improve the effect of classroom teaching. Secondly, the appropriate facial expressions and gestures are used in different situation. When a teacher walked into the classroom in front of students, letter will be sent to all students by a variety of expressions. Teacher's rich expressions and gestures and other body language can create a good learning environment.

3.2.3 Humor strategy

Teaching humor is a teacher in the classroom teaching of a sense of humor, is a teacher with fun and meaningful performance means in the teaching of artistic behavior.So, now almost all the progress of the educator is strong deep early learning is necessary to introduce full of entertainment education teaching with pleasure.Humor itself is also a good method of study, the education linked with humor, add some humor to save the classroom atmosphere cheerful up, can in order to better complete the teaching requirements, also to the teachers quality put forward higher requirements. Humor is a lubricant of pedagogical tact, is teacher's knowledge, wisdom, inspiration 5

and ideas in the crystallization of language using. Our country many education reformers have advocated to make class lively, humorous, in order to make students develop in laughter. Good humor used in classroom teaching, can not only make you get rid of the predicament, but close the distance of the teachers and students, improve the relationship between teachers and students, and can make students received cognitive, resulting learning enthusiasm and motivation, and mastering the knowledge and wisdom.

Teaching cases

Y: Have you ever heard any stories, any Chinese stories or Western stories? S1, please.

S1:Uh, nvwa made man.

Y: No, no Chinese.

S1: Eh，this nvwa...

(students laugh, view of teacher also laugh.)

Y: If you were a solider, you can be a champion, because you are so brave. But if you live in a foreign country, you have to bring your family and your friends with you, or no one can understand you.

S1: The goddess Nvwa produced human...

Y: Good, but can we use another word to replace “produce”?

Ss: Create.

Y: Much better. S1, do you agree?

S1: Yes.

Y: How about in Western culture? Who created the world?

Ss: God.

Y: Yes. How many days?

S: Seven days.

Y: Yes, seven days. On the seventh day, God decided to have a rest. So that’s why we have seven days in a week.

In this teaching case, the teacher use humor words and scenarios to let the student realize the importance of learning and using English independently, and use the actual action to show their willingness to learn English. A wisdom teacher's classroom should be full of vitality.

3.2.4 Emotional communication strategy

Emotional intelligence refers to the ability of processing emotional information and using this ability to guide the cognitive activities, such as problem solving, and focus on the required behavior (Mayer, 2002). Harmonious relationship between teachers and students is that teachers and students are equal in personality, and interactive activities are democracy. The application of teachers' emotional intelligence 6

can create a harmonious atmosphere of communication between teachers and students, build the harmonious relationship between teachers and students. Understand teachers using emotional intelligence be able to do the following four points: 1) can perceive others is sad or happy, 2) the perceived information into their thinking and decision making; 3) to find the right words to describe and express emotion; 4) specification himself and other people's moods, and the prediction and management's response to others' emotions. Emotional management skills are independent (Joseph & Newman, 2010). In other words, the teacher and student’s perception of sad or happy can make students feel the teacher's care. According to the students' emotion, teachers set the default beyond the preset teaching both can take care of students' feeling and can achieve its teaching goal. Teachers use the right words to express the emotion can make students realize the existence of the teacher’s care; Finally, the teacher norms, forecast and manage his own and others' emotions, which is advantageous to the reasonable development of the emotion between teachers and students. Teachers strengthen their own teaching, activate classroom teaching, which is both the need of new curriculum reform of classroom teaching and the need of English teaching in secondary school. English teachers' professional development under the new situation put forward higher requirements and challenges. which means that teachers reasoning a decision depends on the ability of their clear teaching goal based on the physical and mental factors of dialectical decisions and the ability to plan and take measures to achieve the intended target (Feldman, 1997）. Therefore, in the secondary school English teaching, the teacher having clear teaching goal, should use wisdom words and a variety of posture languages, humorous teaching, emotional communication teaching strategy. to default and beyond preset teaching.

4 Improvement of pedagogical tact

With the deepening of new curriculum reform and promotion, teachers' accomplishment updates and put forward higher requirements on the teacher’s self-improvement.

4.1 Further improvement on teacher’s comprehensive quality

Under the new curriculum idea, teachers should try their best to make themselves have high comprehensive quality. At first, teachers should love the dedication, love students, rigorous scholarship and unity cooperation, respect for parents; Second, teachers should have the profound cultural background and solid professional knowledge and knowledge of pedagogy and psychology; Third, teachers should have open mind, quick thinking, rich experience, quick reaction force, etc. Only constantly renew the idea, expanded aspect of knowledge, can undertake the answer of students, randomly strain to deal with classroom teaching and settle all sorts of problems. The formation of any kind of ability based on certain knowledge reserving as the premise, 7

is a teacher's strain capacity. The teacher wants to learn and explore in practice, constantly enrich himself, pursuit personality, build style, improve their comprehensive quality.

Sukhomlinskii said: "the skill of education is not that teachers could foresee all of the details in class, but cleverly make corresponding changes according to the specific circumstances, in students unconsciously." ( 苏霍姆林斯基，1984) Teachers must understand the situation of the students, grasp the minds of students. Practice has proved that the same problem often have different results, because each student’s knowledge and point of view is different. This requires the teacher must grasp the real situation of the students, pay attention to the development of students' cognition level and thinking. In the teaching, teachers can not overrate the abilities of students, they can put forward some difficult problems, to arouse the students' learning desire. Sukhomlinskii pointed out: "education skill is teacher’s love to each student." ( 乌申斯基，1984) A teacher, no matter how experienced, knowledgeable , how careful thought, are hard to avoid agencies and meet contingencies in the education activities, dealing with these events, an important principle is the respect to the student, teachers should keep magnanimous mind, peace mind, and not just get angry.

4.2 Efforts on pedagogical practice

The teacher wants to master an ability of flexible and random practice, must experience in the education practice. Only pay attention to practice, pedagogical tact can naturally be produced. Dealing with generative curriculum resources in time is an important approach to develop teacher’s professor development, various kinds of dynamic situation and dialogue created in teacher-student interaction process are likely to become generative curriculum resources. Teachers developing these generative curriculum resources with positive attitude may train pedagogical tact. A teacher resolving the fight of two students is an example. The bell rang, the teacher advised two students to come into the classroom, a student came in soon, the other student refused to go into the classroom. Teacher didn't drag him in, but according to the advantages of the student who usually ready to help others, said to him kindly: "you see I have so many things in my hand, can you help me take the chalkboard into the classroom?" The students looked at the teacher, he took over the work came into the classroom. The teacher immediately said to the class:" just two classmates quarreled, the problem is to be solved after class." Later, the students returned to his seat and listen to the teacher in class more comfortable. It looks very ordinary, but if the teacher not closely observed psychological characteristics of students at ordinary times, without rich experience and understanding in education, it will be difficult to handle the event.

Pedagogical tact belongs to the category of practical knowledge, it is not only the 8

using of regular technology rules in the field of operational skills, but also the ability to identify, judgment and action. The ability is deeply rooted in the teachers' understanding of education, beliefs, values, attitudes, and the feeling of actual teaching activities, experience, which is hard to indicate in the form of rules. Therefore, it is often difficult to convey pedagogical tact to others. The most important is the experience of teacher in the education field. Teachers' tact is not just the result of innate talent education, but the teacher's education activity in the education environment. Teachers' tact is the teachers' comprehensive quality and accomplishment of the external performance, is teacher's ability to use comprehensive education means skillfully, is one of the common features of mature teachers.

5 Conclusion

In a word, English teaching is a dynamic process of foreign language inquiry, which is contained by both language knowledge and open information. The uncertain development of the teaching is a necessity because of the character of the English teaching and the new curriculum standards for students’personality. For those reason we teachers need the ability—pedagogical tact that is a concentrated reflection of teachers' skills and ability, and a breakthrough method in face of special teaching situation. But this ability is not primarily born with but the result of a long period of hard training in practice. Therefore, teachers should grope in practice, explore in the grope, progress in research to arm themselves with the ability in dealing with teaching emergencies. As a consequence, teachers can notice the small change of the students in the classroom teaching then make something to fit it，so that leading to the result that both the teachers and the students could deserve the creative intelligence with happiness. Whether the teachers have the ability is the standard to test that if the teacher is a professional teacher.

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