Teaching Of Practical Reason And Its Rationalization

Subject of teaching considers the teaching practice rationality as his real intrinsic basis of teaching practice and the behavior .The generalized teaching practice rationality, which is a kind of special performance in the teaching domain of the human practice rationality, is how the subject explains his teaching world relations with himself and grasps how to teach. The narrow sense of teaching practice rationality is why, what and how the subject of teaching organizes his ideas in the teaching practice. In detail, teaching practice rationality includes the teaching value rationality, the teaching tool rationality as well as the teaching contact rationality, which is the intrinsic cornerstone of the teacher who engages his teaching design, his teaching implementation and his teaching reflection.The teaching practice rationality is produced, extended and developed gradually in the specific historical tradition. There are some differences between eastern and western countries in the origins of the teaching practice rationality. The kind of differences manifest many dimensions, including the teaching value rationality, the teaching tool rationality as well as the teaching contact rationality and its existence form (spontaneous or concisions) and its levels of development. Currently, there is a great essential gap between the real contents of the teaching practice rationality of our teachers and the requests of the New Curriculum Reform in China. The intrinsic tension between them is also constituted.Teaching tends to be stable because of the characters and levels of the teaching practice rationality. Contemporary curriculum ought to make the compatible adjustment to favor the innovation reform in accordance to the spirit of the times, the political economic development and the cultural science progress. Contemporary curriculum reform faces sluggishness and the difficulties of the teaching transforms, which also inevitably causes the lost of goals of the curriculum reforms. As a result, coordinational advancement of the curriculum reform and the teaching transformation depends on establishing the appropriate curriculum and the teaching relations, profoundly promulgating the different logics and solving the contradictions under the basis "neutral" thinking mode.The existence teaching practice rationality in reality is often not the reasonable existence that the curriculum reforms desires. The rationalization of teaching practice rationality is the core that the curriculum reform demands. Its rationalization requires the subject of teaching clarify, discriminate and reflect his teaching practice. And it also depends on the transformation of subject of teaching from the dependent of common sense, the experience and the custom to the wisdom based on the practice rationality. However, the subject of teaching lack of the habit of reflect, the limit of daily teaching life and the idea of teachers training would make it difficult to keep the teaching practice rationality rationalization. As a result, it is also a long process. The teacher should make the teaching practice rationality become his own conscious. It also needs to use the new curriculum spirit to eagerly anticipate the school administrative reform. And in-depth culture initiation to the teacher is also important.It is required to make teaching practice rationality rationalization and rationalization of curriculum reform itself in order to coordinate curriculum reform and teaching transformation advancement. "The complexity" is the candid real condition of the contemporary curriculum reform. The contemporary curriculum reforms falls the traps that frequently process the complex curriculum with the simplification-thinking mode, thus causing the surfacing of the curriculum reform. The solutions to the realistic crisis of the curriculum reform include the emphasis of the importance of the theory of curriculum reform, the zone of proximal development of teachers and "the overlap mutual recognition" value.