Researches On Teaching Communicative Rationality

Classroom teaching, in the sociological sense, is a special practice activity of communication between teachers and students with curriculum as the intermediary. Communication is not only the basic condition for the realization of effective teaching, but also the important mechanism of students'development in the environment of classroom teaching. Moreover, teaching communicative rationality is the key factor that influences the effectiveness of classroom teaching and status of students'development.However, it is a universal phenomenon in practice that there has been lack of rationality in teachers'teaching communication, the centralized reflection of which is that most teachers recur to their experience, habits, commonsense, sensibilities and other non-rational factors in teaching communication. Then what is the implication of teachers'teaching communicative rationality? What are the underlying causes that why teachers are lack of teaching communicative rationality? How does the teachers'teaching communication rationality take shape? How should the teachers promote their teaching communicative rationality in practice?With all these thoughts, this thesis mainly analyzes the following five issues with the help of some interrelated researching findings, such as philosophy, sociology, psychology, culturology and pedagogy. The first issue is the connotation and essence of teaching communicative rationality. The second is the basic attribute, structures and functions of teaching communicative rationality. The consequences and the formative factor of lack of teaching communicative rationality come to the third one. The next is the forming process and the generative mechanisms of teaching communicative rationality. The last is the implementing strategies of teaching communicative rationality.Teaching communicative rationality, in this thesis, means teachers'capability of cooperating, making dialogues and exchanging ideas with students regularly, purposively, normatively during particular teaching activities condition which is under the prerequisite of specific situation by a sense of language symbols with curriculum as the intermediary. By virtue of its basic attributes, teaching communicative rationality not only enhances teachers'and students'developments, but also generates its mechanisms according to its internal structure and functions. Understanding and implementing its forming process and generative mechanisms correctly can help the teachers to realize theoretical consciousness and practical rationality of teaching communication.The assay is divided into six parts. The teaching communicative rationality, as the main line, pushes forward the generative mechanisms and implementation strategies. In the introduction, it raises systematic investigation about the interrelated researches and progresses of teaching communicative rationality. It also combines several problems and results of current issues from the practical, theoretical and historical perspectives respectively. On the basis of this, it summarizes some understandings about teaching communicative rationality according to the previous researches. In the first part, it mainly observes and analyzes from the angle of"communication","rationality","education". It priority analyses and concludes the connotation of essence of teaching communicative rationality. In the second part, the thesis discusses the basic attributes of teaching communicative rationality, and analyses its basic structure and multiple functions from its dynamic system. The third part focuses on the phenomena of lack of teaching communicative rationality from the practical perspective, then analyses its consequences and attributions. The fourth part reveals the forming process and generative mechanisms of teaching communicative rationality from the teachers' perspective, for the purpose of providing a more reliable theoretical support for teachers to achieve teaching communicative rationality in the teaching activities. The last part explores some aspects on reconstructing the value rationality of teaching communication, re-understanding the meaning of teaching communication, initiatively promoting the individual construction and consciously reflecting the practice of inner communication, so that it can provides some basic ideas of thoughts and methods for teachers'teaching communicative rationality.