教师教学理性的缺失与养成

The Absence and Formation of Teaching Personality

教学,作为教育活动展开的主要形式,应当是充盈着理性精神,并具有由健全、合理、澄明的理性来引领和规范的自觉要求。相应地,展开教学活动的教师就有必要形成合理的教学理性,并以此来审视、评量和改造自己的教学观念、教学理念以及具体的教学行为。但从教学实践来看,由于日常生活的巨大惯性,由于工具理性的越位,由于制度理性的僭妄,教学理性却出现了缺失的状态。为此,需要通过学习、反思、合作、自我理解等养成策略达到对教学理性的重建。

Teaching, as a dominant means to undertake educational activities, is supposed to be filled with rationality and endowed with sound, reasonable, transparent rationality so as to get conscious requirements to guide and regulate. Correspondingly, it is necessary for the teachers who undertake teaching activities to form the reasonable teaching rationality and examine, evaluate and remake their own teaching ideas and concrete teaching conducts. But from the angle of teaching practice, teaching rationality appears to be absent because of much inertia in everyday life, the offside of instrumental rationality and the overstep ping of institutional rationality. Therefore, the reconstruction of teaching rationality should be achieved by teachers＇ learning, rethinking, cooperating and self-understanding.