Teaching is a dynamic process. It requires teachers not only to be familiar with the syllabus, but also to be proficient in the teaching materials. Familiar with teaching methods, students, but also have a strong ability to deal with emergencies, so as to take flexible and appropriate treatment methods in time for different people, things and situations in the classroom, thus ensuring the smooth progress of classroom teaching. This adaptability of teachers in the classroom is actually a manifestation of educational tact. Educational tact refers to the comprehensive embodiment of teachers' various psychological abilities, and its level depends on a person's rich knowledge and experience, intelligence level, the strength of non-intelligence factors and so on. A teacher with profound knowledge, rich experience, keen observation, flexible thinking and love for students is bound to have a high educational wit, and his class is bound to be full of vitality and interest, which is very popular among students. So how to cultivate educational tact? First of all, the generation of educational wit depends on knowledge and experience. The more knowledge and experience teachers have, the more they can develop their educational wisdom. The knowledge experience here includes general cultural knowledge experience, professional knowledge experience and educational science knowledge experience. Therefore, teachers, especially Chinese teachers, should read widely, acquire knowledge with expertise, be knowledgeable for expertise and be a "saint". Only in this way can we handle emergencies in class easily. Secondly, the generation of educational wit depends on intellectual factors. Teachers with high intelligence have strong educational wit. Therefore, teachers should strive to cultivate students' concentration, keen observation, solid memory, flexible thinking and fluent expression. In particular, flexible thinking is more important, because educational tact needs inspirational thinking. It requires teachers to quickly capture and master all kinds of information in the teaching process, and quickly analyze and judge these information, and then take appropriate and optimal countermeasures and measures according to the situation at that time. In this way, when the classroom encounters an emergency, it can also be calm and save the day. Finally, the generation of educational wit depends on non-intellectual factors. Non-intellectual factors such as emotion, will, personality and interest have an important influence on the formation of educational wit. Loving students' emotions is the premise of forming classroom education wit. The classroom atmosphere is harmonious and teachers and students cooperate tacitly. When teachers are in the best emotional state, they will be quick-witted and prone to educational wit. Therefore, teachers should strengthen their self-cultivation and strive to establish a good relationship between teachers and students. In this way, in the face of emergencies, there will be a buffer space, so that the situation will develop in a benign direction and ensure the smooth progress of classroom teaching. With educational wit, how to use it to improve teaching effect? I think we should start from the following four aspects; Take advantage of the situation and get on the right track. In class, unexpected situations appear and teachers can't avoid them. The most ideal way is to guide students along the track of thinking and lead their attention and interest in the right direction. If properly guided, it can not only solve students' problems quickly, but also skillfully bring students' problems into the track of teachers' lectures, so that classroom teaching can proceed smoothly and naturally. For example, there is a sentence in the article "Going to the Theatre": "When the heroine walked out of the stage with light and vigorous steps, thunderous applause immediately sounded from the audience." Here we need to understand the expressive function of the word "light". In order to stimulate interest, I let students speak freely. At this time, a naughty boy asked cunningly, "Can a man say' light'?" I knew he was going to play tricks again, so I pushed the boat with the current and followed the trend: "Can a man say' light'?" As we all know, "lightness" is used to describe women's graceful posture and brisk movements, and it is used here to show Mu's femininity. Of course, if our xx classmates like this word, then we are all willing to give him' light'. "The whole class laughed, and the boys bowed their heads and took notes. This question and answer, the "trick" of naughty students failed, but it promoted the process of classroom teaching and enlivened the classroom atmosphere because educational wit was at work. Adjust the rhythm according to the situation. Once an emergency happens in class, teachers should keep a cool head, so as to adjust the rhythm and trend of classroom teaching in their own hands, thus ensuring the smooth progress of classroom teaching. For example, in the fourth class, I was going to ask a few questions to examine the grammar content of the last class, but as soon as I entered the classroom, I saw my classmates sitting in their seats panting, swaying and messy. How to learn this state? So I immediately changed my original plan and went to the podium. Instead of shouting "class" as usual, I said word for word, "Please sit down." The students sat down one by one, and then I asked in a gentle tone, "Who can point out the part of speech of the words in the sentence I just said? "The students were surprised at first, but then they suddenly realized that they were smiling at each other. In an instant, the hearts of teachers and students were communicated and understood, and both hands were raised in unison. I silently sighed in my mind: "The adaptability of teachers is too important! "When I was talking about adjectives in that section, I saw that he Bai was a little distracted, so I said," What are adjectives? If we stand with Bai in our class, there are several adjectives. " Hearing this, they immediately sat down. Other students also smiled and said, "One is tall and one is short, one is fat and one is thin." I went on to say, "they are still fast and slow. Words that express the shape, nature and state of things, such as height, fatness and speed, are adjectives. "Students can easily master it. The fourth textbook is difficult to learn, and it is behind physical education class, who makes students run exhausted, but I feel that grammar class is very easy for me, students are happy to learn, and the after-class test is very effective. To sum up, the reason is that teachers make good use of educational tact, can improvise and master the teaching initiative. In view of the unexpected situation in the classroom, it is often a lesson plan. In order to ensure the smooth implementation of the teaching plan and deal with this situation, we must grasp the crux of the problem and take targeted measures to reduce the weight and eliminate contradictions. For example, in the lesson of "Listening to Tide", there is a word called "Bobola", which requires students to dictate on the blackboard. The result was written as "plucking bacl", and many students below made similar mistakes. Seeing this, I had a brainwave, so I wrote these two groups of words on the blackboard in big letters, and then asked the students to observe and said, "How do you distinguish these two groups of words?" Pull out the thorn' means to pull it back by hand (the hand is like flipping a switch), and the result of dialing may be that nothing has moved, so the word' hair' is on the right side of' dial' and has a curl; On the left side of the' thorn' is the word' beam', and there is a horizontal line below. And' plucking', if you want to pluck, you have to pull it mercilessly, so to the right of' plucking' is a lock of' hair' missing; To the left of the "thorn" is the "beam", with a cross missing. "The students listened to it and thought it made sense, and then they didn't make any mistakes in dictation. Similarly, for students who are not disciplined in class, I often seize the right time, prescribe the right medicine and urge them to reflect. For example, I found a student repairing a pen in class, so I said, "There is a classmate in our class who has a strong sense of time and makes full use of the opportunity that the teacher didn't notice to practice and repair the pen." The students laughed in unison, and the student waved goodbye to "classroom repair" and listened carefully. The teaching practice of mastering the sense of proportion and creating a harmonious atmosphere has repeatedly proved that teachers and students are congenial and respectful to each other, which will make students' interest in learning arise spontaneously. If teachers can correctly evaluate students and praise and encourage them in time, they can stimulate students' thirst for knowledge and arouse their enthusiasm. Under the condition of tacit cooperation between teachers and students and harmonious classroom atmosphere, teachers are most likely to produce educational wit. However, it should be noted that we must master proper limit when using educational wit, so as to maintain a harmonious classroom atmosphere and improve teaching effect. For example, once, I asked a poor student, "Who was Confucius in ancient China? "The student thought for a long time and said hesitantly," Thinker, old man. "The whole class laughed, and I couldn't help laughing, but the student blushed with embarrassment. I immediately realized that I was rude, and immediately said to the whole class: "XX students can sum up their respect for the founders of our education in three words, which shows that their generalization ability has improved and their creative thinking has become active. How should we congratulate him on his progress? " The whole class immediately burst into warm applause, and the students' faces also showed smiles. So I went on to ask: "Besides being a thinker, Confucius in your mind should also be ..." "Educator!" " He answered loudly. The student sat down easily with some pride. He did not bear the burden of thinking because he answered the wrong question, nor did he attract discrimination from his classmates. On the contrary, he spoke more enthusiastically in class after that. The reason is that teachers can use educational tact flexibly and appropriately, which makes this unexpected event a milestone in students' learning process and also makes this unexpected event a seasoning to create a harmonious classroom atmosphere. It can be seen that educational tact is not only the comprehensive embodiment of teachers' various psychological abilities, but also the flash crystallization of teachers' ideological wisdom. A qualified teacher should strive to cultivate and flexibly use educational wit, make his classroom full of vitality and interest, and let students feel that learning is a relaxed and pleasant thing in the humor and wisdom of teachers, so as to improve the teaching effect and successfully complete the teaching task.