教学理性探究-课程与教学论专业论文.docxVIP

山东师范大学硕士学位论文Abstract 山东师范大学硕士学位论文 Abstract Elementary education reform is improving steadily in our country．A great diversity of course structure，the richness of conrse contents and the flexible of learning methods．The ways of communication in education is transferred from monologue to dialogue．All of those changes bring unprecedented strikes and challenges to the teachers．The complexity of the teaching activity needs mole and mol-o teaching rationality to create vigor in the class． Teaching，as a dominant means to take educational activities，is supposed to be filled with rationality and endowed with soutld，reasonable．transparent rationality so勰协get conscious demands to guide and regulate．Correspondingly,teachers to take teaching activities arc necessary to form reasonable teaching rationality in order to examine， evaluate and remake tlleir own teaching ideas．ideology and concrete teaching actions．But from the angle of teaching practice．teaching rationality appears to be vacant and dissimilated now．Because of much inertia in everyday life，on one hand,everyday teaching life of most teachers or most time of everyday teaching life is used for teaching experiences， habits and general knowledge．On the other hand，universal shortage ofteaching rationality leads to teachers lost in themselves，querying and will be discouraged to criticize andjudge． Consequently,teaching will take on a look as following：lazy,sluggish，conservative and with no creation．．Because of instrumental rationality’offside，present teaching is branded with technologicism so that teaches ale shackled by operationizatioas of teaching aims， formulizations of teaching procedure and quantitizations of teaching evaluations．As a result，teachers becomes nails of teaching machines which leads to ossified teaching．In the course of teaching，as teachers are only able to see materials without people，there will be never values and meanings of teaching．In addition,due to institutional rationality’overstep， teachi