Discussion On Rationalization Of Classroom Teaching Pace

Teaching pace has an important effect on the quality of teaching. Centralization of ignores the differences between students: big teaching pace bears the heavy burden and pressure on the students, leading to the drop of their self-confidence and interest, and to the prominent phenomenon of being tired of study. Finally, many teachers feel weary; small teaching pace makes the students'interest and willpower drop, and also hampers the development of their thinking, so the quality of teaching can't change. On the other hand, teaching pace has a contradiction to relatively limited time. Conforming to the requirements of the in-depth development of curriculum and instruction reform, at the same time, in order to improve the current teaching situation and defuse the contradiction, this paper tries to construct the framework of rationalization theory on classroom teaching pace through examining and interpreting the concept of teaching pace, and provides the teaching practitioners with some strategic suggestions in the underline of the theory of teaching pace rationality, helping to change quantitative teaching to qualitative teaching, and improve teaching effectiveness.What the rationalization on classroom teaching pace refers to is the main body of teaching pace, guided by the classroom teaching goals, sets classroom teaching pace in the grasp of the teaching laws, so as to make classroom teaching pace more reasonable in the scope of teaching goals on the basis of controlling teaching pace laws. It is an organic unity with a classroom teaching purposes, goal of the development of students, and the teaching laws, and also with another two characteristics of relativity and emotionality. Based on those, rationalization on classroom teaching pace includes two kinds of states: the form rationality and the substantive rationality. The latter also shows three obvious characteristics: the balance and coordination between teaching pace and learning pace; the dialectical unification between anticipation and flexibility; centralization with objective differences. In teaching activities, active main body, appropriate goals, authentic objectives and scientific contents are the principles of rationalization on classroom teaching pace. Because of the situational, intelligent, text and other influential factors, rationalization on classroom teaching pace can be enhanced by improving teachers'quality, optimizing teaching factors, feedback and adjustment, developing students'learning capacity and many other ways.During the discussion on rationalization of classroom teaching pace, we can draw two conclusions: the essence of rationalization of classroom teaching pace is〝moderate〞; it is very necessary to carry out real diagnostic research on it.