Savvy Generation Logic Research Under Intersubjectivity Teaching Practice Perspective

The new development of education is the requirement from new epoch.Teaching’s development is a body of education’s development, all meanings, purposes, processes, and results of the education are reflected through the process of teaching. Therefore, teachers’status, quality, and other aspects, which draw so many attentions by the society, that the voice of to be a tact teacher is increasingly high. The tact of teaching is a pursuit of value, at the same time, it is also filled with a strong practical sense. The tact of teaching can not just exist in the brain or consciousness, it demonstrated only through specific practical activities, is the teaching tact real, and the rendering process is the practice process between teachers and students. If teachers in the classroom teaching treat students as learners’body and constantly improve the subjectivity that embodies their own guidance, each lesson will shine wit spark, then you can do an excellent teacher as the conductor body.This article standing on the basis of previous studies, using text analysis methods, borrowing excellent examples of the typical classroom teaching fragments, and render them simply. Confronting the uniform features between the generation of teachers’tact and the practice of inter-subjectivity, we try to explore which logic the generation should be abide by? How do these logics start? The article is divided into five parts to discuss these questions.For the first part is Introduction. This part illustrates the reasons of choosing the tact of teaching, and the theoretical and practical significance of this research. What’s more, according to the characteristics and needs of the research itself, the author selects the appropriate research methods. In the course of the study, I try to explore the innovation and growth point of this study by reading and summing up the correlative literature. That is teaching tact will appear the new concept from the perspective of the inter-subjective practice.The second part is implication of teachers’tact. Exploring and combing historical source of the problem, seeking its original state, perhaps show a lot of inspiration for the study. Therefore, the study starts from the history representation of teachers’tact. Through the analysis on the literature of teachers’tact and related concepts, the clear implication of this tact lies:teaching tact is teachers’meaning creation when they in face of some educational situation where filler in many uncertain conditions, namely in the specific educational situation, in an appropriate action on the significance of improvisation and moment generation. Among which, situational uncertainty is the birth of agent, good timing forms the generation space, and the final meaning creation is just the value pursuit of teaching tact.The third part is that teaching tact: the intuitive nature of practice between teachers and students. The inter-subjectivity practice is the process between subjects, or between the multi-polar bodies who create the significance and discover the truth. Inter-subjective practice has its own intrinsic properties, such as subjectivity, situational, intentionality and reflexivity. These features are also teaching tact itself essentially rendered and the essential requirement of teaching tact generation.The fourth part is that the3D logical construction of teaching tact generation. Based on the inherent unity characteristics between inter-subjective practice and teaching tact, respectively, from the three dimensions of the rational, moral character and aesthetic to discuss the generation of teaching tact.It shows that teaching tact is firstly already prepared in a sense but reflects by body, and is the practical activity based on the value of rational guidance. Besides, the practical subject’s sense of presence, that is mutual attention between subjects and the subjective of every subject, together constitute the ethical logic of teaching tact generation, which will show the unique beauty in the process of teachers and students asymmetric encounter. Rational, moral character and beauty are intertwined and constructed, which may create probability for teaching tact generation, and which is also the basic logic that help the inter-subjective activity smooth go. Besides, teaching tact generation is the common pursuit of value for both teachers and students. At the same time it is also prolongation of some practical activities. Therefore, there must be some requests for teaching tact: teachers should have a profound understanding of education practice, set up the right concept of education rationality; they should develop the subjective relationship between teachers and students, highlighting the ethics of teaching tact; and they should be good at detecting the concrete circumstances, forming the immediate reflection consciousness.