The Lack And Reconstruction Of The Rationality Of College Classroom Teaching

The particularity of collegiate education and its holy commission to transform knowledge into wisdom and to precipitate civilization into personality which aims to be perfected requires that college classroom teaching should be imbued with strong rational quality. In the present classrooms, however, the irrationality and pseudo-rationality that differ greatly from the rationality have gradually harmed people's previous good impressions on colleges. Therefore, the lack of the rationality of college classroom teaching has become a great concern.The rationality of college classroom teaching is the reflection of both teachers'teaching attitude and awareness that are their understanding and internalization of the nature of college education and their living styles; it includes students'rational ways of learning, their attitudes towards life and orientations to value correspondingly generated; based on rationality, it is a desirable state of teaching embedded in the atmosphere on college classes to better embody the philosophy of collegiate education and to complete the teaching tasks. As an integrity of means, processes, and goals, the rationality of college classroom teaching, with its uniqueness, should penetrate into all the teaching procedures, ranging from the target rationality that is committed to cultivating students'excellent spiritual qualities, the content rationality that make scholasticism and methodological awareness salient, and the rationality of learning styles that avoids the absoluteness of information processing and the tendency of objectification, to the rationality of atmosphere in the classroom where seriousness goes with excitement and harmony, the teaching procedural rationality of the unity of the regularity and freedom, and the rationality of the understandable teacher-student relationship in the forms of dialogues, tolerance and share that exist in the whole process. At present, however, it is universal that teaching is organized at people's will, classroom activities are controlled only by teachers, and knowledge is acquired by students in a passive way, teachers'motivation is utilitarian, and also that the teachers'and students'respective roles are not correctly recognized, all of which go against the rationality of college classroom teaching and thus make it hard to be found and also lead to deterioration of collegiate spirit. These not only obviously lower the quality of collegiate teaching, but also result in grave consequences, such as the distortion of personality, the loss of humanity and so on. Thus they sow hidden troubles in people's physical and mental health as well as in the harmony and peace in the society.The rationality that college classroom teaching pursues is the internal demand to perfect people's rational essence, the inevitable reflection of the specificity of collegiate education, the earnest request to promote modern talents'qualities, and the forceful counter-attack to the above-mentioned phenomena in the present college classrooms.The lack of the rationality of college classroom teaching may be attributed to various factors, such as the strong impact from post-modern culture, the side effect of the traditional teachers'dignity, teaching convention, the degeneration of teachers'rational qualities and people's distortion of the so-called freedom in teaching, and so forth. The reconstruction of the rationality of the college classroom teaching, therefore, must begin with the ideology. We should, at first, solve the problems regarding conceptions, grasp the philosophy of collegiate education, and comprehensively promote people's recognition of the rationality of college classroom teaching. Then, we should clarify the misunderstandings. Finally, we should work out the feasible strategies to reconstruct the rationality of teaching. They are presented in the following six points: to strengthen the conventional management of the classroom teaching , to consolidate the supervision and the deterrent force of the teaching convention; to enhance teacher's rational qualities; to deliberately develop harmonious teacher-student relationship; to pursue effective spiritual communication through the classroom teaching; to carry out rational dialogues; to persist in the dialectal relationship of rationality and irrationality of teaching. By doing so, can the problems concerning the lack of the rationality of college classroom teaching be gradually eradicated.