Weakness And Manifestation Of The Teaching Rationality In Normal College Students' Educational Practice

Education,in essence,is a rational activity.As the main form of education,the development of daily teaching activities should be filled with rational spirit,and the effective development of teaching activities needs teachers' sound,clear and reasonable rationality to guide and regulate.The educational practice of normal college students is a practical activity in which normal college students take the role of "teacher" to carry out education and teaching in primary and secondary schools.Therefore,normal college students need to examine,evaluate and improve their teaching concepts and behaviors with their clear and scientific teaching rationality in the process of educational practice,ensuring the rationality of teaching activities.Only through continuous training of rational teaching activities can normal college students' individual teaching practice ability to be effectively improved.Then,the goal of training normal college students' educational practice ability in educational practice can be fully realized.Based on the review of the existing literature,through classroom observations,it is found that normal college students' teaching rationality is weak when they deal with teaching objectives,grasp teaching content,select teaching methods,and implement teaching evaluation.First of all,normal college students with weak teaching rationality lack rational thinking in dealing with teaching objectives,which is manifested in vague cognition of teaching objectives,adherence to single orientationwhen designing teaching objectives,and lack of subjectivity when designing teaching objectives.Secondly,they often hold irrational attitudes in teaching contents,which are embodied in their absolute cognition of teaching contents,their adherence to the concept of‘efficiency first' when selecting teaching contents,and their subjective arbitrariness when arranging teaching contents.Thirdly,they lack rational examination when choosing teaching methods,which is manifested in an unclear understanding of the nature of teaching methods,instrumental rational offside when choosing teaching methods,and mechanization of their own teaching method practice mode.Finally,they lack rational guidance in the implementation of teaching evaluation,which is manifested in the inherent cognitive deviation of teaching evaluation,preference for quantitative orientation in the implementation of teaching evaluation,and the implementation of teaching evaluation is often a mere formality.The phenomenon of normal college students' weak teaching rationality in educational practice involves a subjective,objective,internal and external factors.In order to explore the root of the problem,through interviews with normal college students,the main reasons are:(1)Students are ambiguous about teachers' professionalism,which leads to they often entering educational practice with an "irrational" attitude,resulting in the phenomenon of weak teaching rationality;(2)The normal college students' education theory study is not thorough enough.Things change quickly in the process of education practice and they lack a generous and solid professional theoretical foundation.They just take it for granted and engage in the professional and sacred career of education based on their daily experience.(3)Their teaching behaviors are notsufficiently and deeply trained,so they lack rational and prudent awareness and feelings about their own teaching behaviors,which makes teaching behaviors become blind,passive and perfunctory.(4)The schools in which normal college students study is not good at designing and arranging educational practice,which is harmful to create favorable external conditions for normal college students to fully demonstrate their teaching rationality.Above all,in order to manifest the teaching rationality of normal college students in educational practice effectively,we have to start with the subject of normal college students.normal college students need to improve their sense of professional identity of teachers,understand and firmly believe in the professionalism of teachers at the level of consciousness.They should have a solid and profound theoretical foundation in learning educational theories so as to become "thinkers" with both rationality and insight.They also should be aware of the "freedom" and "situational" of their own educational practice,so as to make their own educational practice scientific.In the process of demonstrating teaching rationality,the intrinsic motivation of normal college students is important,but the influence of educational practice as an external environment is also indispensable.Therefore,the schools in which normal college students study should also strive to improve the design and arrangement of educational practice.Only in this way can the effectiveness of educational practice in training normal college students' teaching practice ability to be fully exerted.