Teaching tact is the ability of teachers to improvise and create flexibly in the teaching process, and it is one of the basic qualities that teachers must possess. As Russian ushinski said, "No matter how an educator studies educational theory, if he lacks educational tact, he cannot become an excellent educational practitioner." Teaching tact has positive significance in classroom teaching, which can prompt teachers to develop students' potential tactfully and sensitively, stimulate students' interest in learning, and then improve the efficiency and benefit of classroom teaching. This is the focus of our attention in the new round of basic education curriculum reform. Therefore, it is of great significance for teachers' professional development to explore the connotation and application strategies of teaching tact.

What is teaching tact? Educational Dictionary defines it as a sensitive, rapid and accurate judgment ability of teachers when facing complex teaching situations. For example, teachers' ability to deal with unpredictable problems that must be treated specially in advance, and their ability to treat students who are in a state of temporary passion. Although it is instant judgment and quick decision, teaching tact is often the most inspiring "finishing touch" when teachers face special teaching situations in the teaching process, which can bring amazing results to classroom teaching. Its magical effect lies in its far-reaching educational connotation (1) practicality.

As far as its connotation is concerned, teaching tact comes from classroom teaching and has distinct practical characteristics. This practice is not a teacher's long-term blind teaching behavior, but based on the practical application of educational science theory. Therefore, there is a theoretical basis of educational science to endow teaching wit with practical connotation. It is the close combination of the two that provides a strong practical foundation for the generation of teaching wit. The practicality of teaching wit comes from teaching practice and is based on educational science, which has its specific significance. (2) Skills

Suhomlinski said: "The skill of education is not to foresee the details of class, but to make corresponding changes unconsciously according to the specific situation at that time." This sentence shows the skill of teaching wit. In classroom teaching, the factors affecting the teaching process are complex and changeable, with great randomness. It requires teachers to master this complex and changeable dynamic system freely. Depending on the actual situation, people, things and times, the so-called "ingenious use" and "ingenious use" are flexibility. This flexible approach to classroom changes determines the technical characteristics of teaching tact. (3) Creativity

Teachers' teaching work is a kind of creative labor, which determines the creativity of teaching wit. In classroom teaching, once there are unexpected problems, those established teaching plans and inherent teaching models can't cope with them. Teachers should dare to break through the stereotypes, be brave in creating, calmly and decisively take countermeasures to resolve contradictions. In addition, in the process of using teaching wit to deal with problems, teachers often have unique ideas and different styles, which reflect their experience, wisdom and creativity.