Teachers’ Teaching Communicative Rationality: Connotation, Mechanisms and Strategies

Sijia Liu, Yu Gao


It is a universal phenomenon that there has been lack of communicative rationality in teachers’ classroom teaching communication. The essence of teaching communicative rationality is regularity, purposiveness and normativity. Besides those, the formation of teaching communicative rationality is restricted by the thinking mode, experience, habits, commonsense, sensibilities and other passive cultural factors of instrumental rationalism, as well as the dehumanized classroom communicative norms and the teaching behavioral patterns of giving and accepting. The generating mechanisms of teachers’ teaching communicative rationality are as follows. The core factor is reflective communication practice. The intrinsic power is the communication motivation of self-fulfillment. The rational use of languages comes to the necessary condition. The essential guarantee is the humanized communication norm. In view of what has been mentioned above, it is necessary to take measures to promote teachers’ communicative rationality from four aspects: 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.

Full Text:


DOI: https://doi.org/10.5539/ass.v7n3p117

Copyright (c)

Asian Social Science   ISSN 1911-2017 (Print)   ISSN 1911-2025 (Online)    Email: ass@ccsenet.org 

Copyright © Canadian Center of Science and Education 

To make sure that you can receive messages from us, please add the 'ccsenet.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.