Thinking On Teaching Rationality

In reality,we can easily find the difference between teaching practice and understanding among different teachers and teaching researchers.Why? The reason is that in the relevant teaching activities,people's intelligence is different,with ordinary experience,teaching experience,general rationality and teaching rationality.Because they carried out relevant teaching activities according to different intelligence,they formed different levels of teaching practice activities and teaching cognition activities.Teaching rationality,like teaching experience,is the product of the use of general reason in the activities related to teaching.It is a certain rationality such as educational rationality,political rationality and economic rationality.The first chapter describes the origin,purpose and significance,methodology and methods,related research,innovation and shortcomings.This study mainly uses speculative philosophical research methods to analyze what is teaching rationality,how to form teaching rationality,what is the classification and performance of teaching rationality,and the use of teaching rationality.The second chapter analyzes what is teaching rationality.Combining with the understanding and understanding of reason,we have made a prescriptive description of reason.We think that reason is the unity of the ability to maintain a certain tension and the unity of will.Therefore,the teaching rationality is the unity of the ability to maintain a certain tension and the will of teaching.In essence,teaching rationality is the sublimation of teaching sensibility,teaching rationality is the basis of teaching virtue,teaching rationality is based on teaching belief,and teaching experience,and teaching rationality is the basis of teaching thinking.The third chapter reveals the nature of the existence of teaching reason.Teaching is the result of human rational choice.Teaching rationality is the result of human rational development.Teaching rationality is the realization of human reason in teachers.The fourth chapter demonstrates the formation of teaching rationality.The general reason and the teaching experience are the source of the formation of the teaching rationality.The teaching rationality is the product of the linkage between the general reason and the teaching experience.The basic condition of the linkage between the general reason and the teaching experience lies in the mutual implication and entanglement between them,and the fundamental motive lies in the subjectivity of the human being.The fifth chapter reveals the attributes and classification of teaching rationality.The application of teaching rationalism to teaching practice is the rationality of teaching practice,and the application of teaching rationalism is the theoretical rationality of teaching.As a practical reason,teaching rationality can also be divided into teaching tool rationality and teaching value rationality.The sixth chapter analyzes the presentation and evolution of teaching rationality.Teaching rationality is manifested in teaching reality,teaching ideas and teaching thinking.Teaching reality is the summarization and refinement of the actual teaching elements and their relations.The teaching idea is the presupposition and planning for these elements and their relations.Teaching thinking is the core of thinking in teaching reality and teaching idea.The seventh chapter is the application of teaching rationality.The application of teaching rationality depends on the interaction between teaching cognitive ability and teaching will.The application of teaching rationalism brings teaching experience to teaching wisdom,and makes teaching activities go from trial and error to intuition.The eighth chapter is the significance of the teaching rationality on the teaching practice.In real life,teachers can mainly rely on experience,reason or teaching reason to carry out teaching practice activities.High level teaching practice is the realization of teaching rationality,and the realization of teaching rationality is the realization of teaching cognition and teaching will.The rationality of teaching is the premise of improving the quality of teaching practice,and the rational pursuit of educators is the motive force to improve the quality of teaching practice.