Classroom teaching tact is a kind of sensitive, rapid and accurate judgment and response ability of teachers in the face of complex classroom teaching situations. The implementation of the new curriculum reform requires teachers to have a higher level of teaching tact. Based on the self-designed questionnaire, this study investigated 200 primary school students in Hunan Normal University, explored the main influencing factors of their classroom teaching tact, and verified the rationality, reliability and validity of the questionnaire structure. It is found that the differences of gender and major have no influence on the level of classroom teaching tact of primary school students on post internship, while the differences of professional identity, personality, teaching class size, teaching reflection and post job training will bring the differences of classroom teaching tact level of primary school students on post internship. The primary school students who have high degree of professional identity, outgoing personality, small class size, good teaching reflection and more job-related classroom teaching and training have higher level of classroom teaching wit. But at the same time, we should also consider the interaction of various factors and do a holistic and dialectical thinking on the analysis of the factors that affect the level of classroom teaching tact of primary school students.

课堂教学策略是面对复杂的课堂教学环境教师的一种敏感，快速，准确的判断和反应能力。新课程改革的实施要求教师具有更高水平的教学技巧。本研究以自行设计的调查表为基础，对湖南师范大学200名小学生进行了调查，探讨了影响其课堂教学策略的主要因素，并验证了调查表结构的合理性，信度和效度。结果发现，性别和专业的差异对小学生课堂实习后的机智水平没有影响，而专业身份，个性，教学班级规模，教学反思和岗位培训将带来小学生实习后课堂教学机智水平的差异。具有较高的专业素养，性格外向，班级人数少，教学反思能力强，与工作有关的课堂教学和培训的小学生具有较高的课堂教学机智。但与此同时，我们还应考虑各种因素的相互作用，对影响小学生课堂教学机智水平的因素进行全面，辩证的思考。良好的教学反思和更多与工作相关的课堂教学和培训，使课堂教学机智更高。但与此同时，我们还应考虑各种因素的相互作用，对影响小学生课堂教学机智水平的因素进行全面，辩证的思考。良好的教学反思和更多与工作相关的课堂教学和培训，使课堂教学机智更高。但与此同时，我们还应考虑各种因素的相互作用，对影响小学生课堂教学机智水平的因素进行全面，辩证的思考。