Research On Teaching Experience From The Perspective Of Rationality

Experience is everywhere.Experience is a way of individual life and existence.It is the perceptual experience and behavioral schema that the individual obtains in practical activities.The teaching experience is hidden in the teacher's teaching concept,teaching knowledge and teaching behavior,and embodied in the teacher's words and deeds.Teaching experience is of great significance.It is related to the quality and effect of teaching,the formation and development of teaching theories,and it is also related to the growth and development of teachers and education researchers themselves.At the same time,teaching experience also affects the deepening of teaching reform,the development of curriculum reform,and the research vision of education research.However,in the practice of teaching experience,there are a series of problems such as slow summarization and generalization of teaching experience,difficulties in theorization and conceptualization of teaching experience,and poor sharing and promotion of teaching experience,which make teaching experience unable to be maximized.Play its own advantages and positive effects to a certain extent.The key to this series of problems is that people are not rational in their treatment of teaching experience,and they have not used a rational attitude,rational way of thinking,and rational behavior to understand and treat teaching experience.Then,whether it is necessary to treat teaching experience rationally,how to treat teaching experience rationally,and how to promote the rationalization of teaching experience has become a question that we urgently need to think about.This is also the topic of this article.This research is based on this,constructing methodological rationality,a clear and rational analysis vision and framework for teaching experience,in order to examine and observe the practical problems and root causes of teaching experience,and then propose to promote the rational development of teaching experience Thoughts and strategies.Methodological rationality is used as the logic of this article.By treating teaching experience rationally,the summary of teaching experience,the refinement of teaching experience,and the promotion of teaching experience are sublimated,so as to truly guarantee the quality and effect of teaching and promote teaching.The development of theory and the professional growth of teachers.This research follows the line of understanding of what,why and how to study the rational development of teaching experience in accordance with historical perspective,ought to analysis,status quo investigation,root cause analysis,and strategic construction.Under the logic of rationality in the sense of methodology,through investigation and research methods and case research methods,classroom teaching is used as the main field to describe the actual situation of teachers' teaching experience,and to examine the reality Actually contradictions and conflicts,analyze the irrational phenomena and reasons in the teaching experience,and then construct ideas and strategies for the rational development of teaching experience.The connotation of rationality as a methodology is embodied as follows: First,as a scientific attitude and spirit,reason is manifested as subjective consciousness,self-consciousness and questioning spirit;second,as a scientific way of thinking,rationality is manifested as dialectical thinking,abstract logical thinking,and criticism Sexual thinking;third,rationality,as a scientific way of behavior,pursues practical activities that conform to laws,goals,and facts.The rational attitude is the source of motivation to promote the rational development of teaching experience,the rational thinking mode is the basic direction to promote the rational development of teaching experience,and the rational behavior mode is the fundamental guide to realize the rational development of teaching and learning.Based on the connotation of rationality in the sense of methodology,this paper explores the proper state of the teaching experience rationally,and clarifies the value of the teaching experience from the three aspects of rational attitude,rational thinking,and rational behavior.The necessity and feasibility of rationally looking at teaching experience lies in the fact that reason has powerful cognitive and practical functions,reason and teaching experience are inherently appropriate,reason is an important goal and pursuit of education and teaching activities,and teaching is dedicated to cultivating people's Rational spirit,rational thinking and rational ability.As a kind of reality,teaching experience exists widely in teachers' teaching practice.It is a summary of the knowledge and skills acquired by individual teachers in teaching practice and the regular methods formed,which is different from teaching knowledge and teaching.Theory and teaching wisdom.The main body of teaching experience is the teaching concept,teaching knowledge and teaching behavior of individual teachers.The field of its occurrence is in each link of teaching,produced in practice,and continuously generated with its practice.Its purpose is to promote teaching.Effective development and professional growth of teachers,practical knowledge,practical theory,and teaching wisdom are its external representation methods.The teaching experience under the rational view has its own value tendency.The teaching experience is the process and result of the active construction of the subject.In this process and the result,rational thinking runs through the process and the result,and the pursuit is an effective fit between the subject of experience and teaching practice.,Coordination and symbiosis.The characteristics of teaching experience are embodied in the unity of practicality and culture,the unity of individuality and sharing,the unity of contextuality and universality,the unity of dynamics and stereotypes,the unity of experience and reflection,and the finiteness Unity with openness.According to the connotation of "rationality as methodology" to observe the actual situation of teaching experience,we will find that there are many irrational phenomena in the practice of teaching experience.One is the teacher's unconsciousness of the teaching experience at the attitude level,which is manifested as the teacher's subjective consciousness is vacant,the self-consciousness is silent,and the questioning spirit is indifferent.The second is the teacher's narrow understanding and prejudice of teaching experience at the conceptual level,which is manifested in the simple equivalence of the quantity and quality of teaching experience,the dislocation of the form and essence of teaching experience,the confusion of teaching experience limit and validity,and the mirror image and reflection of teaching experience.Conflict.The third is the mechanical reflection and blind obedience of teachers to the teaching experience at the practical level,which is manifested as the trap of "empiricalism",the tendency of "appropriationism",the cage of "method worship" and the predicament of "theoretical weakness" of teaching experience.The reason for the irrationalization of teaching experience lies in the negative influence of culture,the individual itself,and school management.One is the cultural aspect.The experience-oriented tendency of traditional Chinese culture has led to the lack of rational thinking and logical reasoning;the technical orientation of instrumental rationality allows people to reduce the teaching experience to operability and technical imitation;The pursuit of maximization and perseverance make people enthusiastic about the out-of-the-box experience,and can't extricate themselves from the past teaching experience.Secondly,on the individual side,the shortcomings of the attributes of teaching experience make it difficult to summarize and promote teaching experience;the shackles of "habituation" in the development of teaching experience limit the continuous development and update of teaching experience.Thirdly,in terms of school management,the rigidity of school bureaucratic management and the bias of school teaching management restrict the development and self-reformation of teachers' teaching experience.The rationalization of teaching experience is an important guarantee for the effective development of teaching and the professional growth of teachers.In order to break the practical predicament of irrational teaching experience and better realize the rational development of teaching experience,it is necessary to follow the connotation of rationality as the methodology,and reform the attitude,way of thinking and behavior towards teaching experience.The first is to stick to the presence of the subject of teaching experience,that is,from spontaneous to conscious experience consciousness,from experience consciousness to theoretical consciousness,and teachers become "reflective practitioners" and "research" teachers.The second is to optimize the thinking logic of teaching experience,that is,to capture teaching experience at the teaching site,refine teaching experience through rational thinking,conceptualize teaching experience through induction and deduction,form theoretical results and share expressions.The third is the practical aspect of solid teaching experience,that is,the processing of teaching experience,the connection of teaching experience,the transfer of teaching experience,and the transformation and reconstruction of teaching experience.The fourth is to strengthen the supporting conditions for teaching experience,deepen the reform of teacher education,improve the teaching management system,and create a school teaching culture.