| 教师的教学理性:内涵、意义及其重建 |
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| 引用本文： | 周晓燕.教师的教学理性:内涵、意义及其重建[J].教师教育研究,2005,17(4):29-32. |
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| 作者姓名： | 周晓燕 |
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| 作者单位： | 浙江师范大学教育学院,浙江,金华,321004 |
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| 摘 要： | 教育是理性的事业,教师需要形成合理的教学理性以保证教育教学活动合乎理性地展开,健全、合理的教学理性应当同时涵具“信仰理性”、“认知理性”、“反思理性”,单一的“信仰理性”或者“认知理性”都不足以实现教育教学的理性要求。
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| 关 键 词： | 教学理性 信仰理性 认知理性 反思理性 |
| 文章编号： | 1672-5905(2005)04-0029-04 |
| 收稿时间： | 04 15 2005 12:00AM |
| 修稿时间： | 2005年4月15日 |
Teacher' s Teaching Rationality: Connotation, Significance and It' s Reconstruction |
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| ZHOU Xiao-yan.Teacher' s Teaching Rationality: Connotation, Significance and It' s Reconstruction[J].Teacher Education Research,2005,17(4):29-32. |
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| Authors: | ZHOU Xiao-yan |
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| Abstract: | Education is a rational enterprise, teacher needs construct reasonable teaching rationality in order to ensure that teaching activities can be conducted rationally. Teacher’s teaching rationality should contain‘faith rationality’,‘cognitive rationality’, and‘reflective rationality’. Single‘faith rationality’or‘cognitive rationality’cannot meet the rational de- mand of teaching. |
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| Keywords: | teaching rationality faith rationality cognitive rationality reflective rationality |
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