Teaching tends to be stable because of the characters and levels of the teaching practice rationality.
教学直接受到既有教学实践理性的特征和水平的限制而倾向于稳定守成。
There are some differences between eastern and western countries in the origins of the teaching practice rationality.
具有不同渊源的中、西方的教学实践理性必然会表现出明显的差异。
The teaching practice rationality is produced, extended and developed gradually in the specific historical tradition.
教学实践理性是在特定的历史传统中逐渐生成、延续与拓展的。
The narrow sense of teaching practice rationality is why, what and how the subject of teaching organizes his ideas in the teaching practice.
狭义的教学实践理性是直接从事教学实践的主体对教学为了什么，以什么为中介以及应该如何展开的观念构想。
The narrow sense of teaching practice rationality is why, what and how the subject of teaching organizes his ideas in the teaching practice.
狭义的教学实践理性是直接从事教学实践的主体对教学为了什么，以什么为中介以及应该如何展开的观念构想。
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