Research On Teaching Interests

To get interests is the basic motivation for any human activities, and teaching activity is not exception yet. In order to promote subjectivity development of human beings in teaching activity, it is necessary to unearth the existence of the teaching interests of teaching subject. Only attention do we pay to the teaching interests, it is possible to present the true value of teaching activity. What is teaching interests? What is the relationship between teaching interests, teaching value and teaching efficiency? How to promote subjectivity development by emerging and realizing teaching interests? All these questions are valuable for us to profoundly explore. Based on the theory of efficiency, the dissertation probed into the laws of teaching interests deeply and systematically by synthetically using the methods of literature review, comparative research and game models.The dissertation is divided into seven parts.Part I is introduction. The teaching practice in China is based on the social-based thoughts. Teacher and students is the tool of social needs, so it is difficult to embody their personality and will during the teaching. As a result, the development of students and teachers are subject to the passive development. Such development goes against the volition of teacher and students and do not reflect the relationship between teaching activities and that between teaching subject and object, so it goes back on the value of teaching activities. Teaching is not only an activity by humans, but for humans. In order to promote the development of teachers and students, it is necessary to respect the reasonable interests of them though taking right measures. Not only can to explore the relationship and law of teaching interests enhance the teaching efficiency and promote subjectivity development of human beings, but it can create and realize the core value of teaching activity.Part II is the explanation for the connotation of teaching interests. Interests which exists in every social activity is a relationship in essential. Such relationship can be regarded as the existence and variation of object meeting the need of the survival and development of subject. There are four dimensions of interests relationship, namely, interests subject, the need of subject, interests object and interests activity, all of which are indispensible and basic elements. Teaching interests is the relationship of the existence and development of the object in the teaching activity and its need for the subject. Teaching interests, which isn't the content or attribute of entity, can be understood through relational thinking. The nature of teaching interests is not solidified or static, but shows the characteristics of process and result of meeting teachers and students'need. The basic elements of teaching interests include teacher, teacher and students'need, object of teaching activity and teaching activity. The characteristics of teaching interests are the subjectivity, expansibility, integrity, graduality, instrumentality and hysteresis. It is helpful for teacher and students'development to pay attention to the teaching interests which belongs to spiritual cultural.Part III is examination on the value of teaching interests. Based on probing into the essential value of teaching interests, this part uncovers the relationship between value and interests, as well as teaching value and teaching interests. Relationally, interests and value are related to subject, object, subjective needs and activity. Both interests and value are the motivation for person to take action, so they are the dual attributes of human personality. On the other hand, interests is the sub-conception of value, there is differentiation for value and interests in their character and start point of the description. As for teaching activity, the basic value is to promote subjectivity development of human beings, but the fundamental way to realize the basic value is the emergence and realization of teaching interests.Part IV is the core teaching interests of teaching activity. There are a lot of contents of teaching interests, but the core interests is the subjectivity development. The first reason is the nature of human being. The subjectivity development, whose condition should be based on the subjectivity of human being, is driven by the nature of human being, so it is the instinct pursuit of self development and boosts the subjectivity of human beings furtherly. The second reason is contributed to the nature of the teaching activity. The basic value of teaching must root in the development of a human being. The total aim for teaching in China is all-round development of human beings, so the subjectivity development is the core of all-round development of human beings. The third reason is the character of teaching interests. Needs are the bases and prerequisite of the relationship of interests. Needs is the superficial form of interests, and the character of needs embodied the nature of the interests. The most typical needs of teachers and students should be the subjectivity development. As for teaching interests, it is not difficult to make sure that the subjectivity development is in the first place if the subjectivity is the key character of teaching activity because the characteristics of things is the reflections of their content. The last but not the least, the present situation of the teaching interests shows that subjectivity development is the core interests. At present, the passive development for teachers and students are caused by the serious damage of the teaching interests. So the main contradiction of the teaching interests is grasped when the subjectivity development is regarded as the core of teachers and students' interests, which fits for the nature and development of teaching interests.Part V is the theory of teaching interests. The motivation which backs the teaching interests is to improve the efficiency of the teaching. First, efficiency should be the nature of the human activity. Activities are the form of human survival and development. Pursuit of the efficiency is the basic nature of human activity. During the pursuit of the efficiency of activity, the human society is promoted into development. Secondly, teaching activity is full of efficiency pursuit. If the teacher would like to attain the aim of person training and to promote the development of society, it is impossible to be void of the teaching efficiency. In addition, teaching activity is also the activity for efficiency pursuit. The high efficiency of teaching is the basic motivation of teaching interests. In detail, the pursuit of the teaching interests origins from the teaching subject to desire development. The pursuit of the teaching interests is a requirement of teaching equity, the high efficiency of teaching is the basic way to realize teaching interests, and subjectivity development is the core aim and content of improving teaching efficiency.Part VI is the emergence of teaching interests. The emergence of teaching interests is decided by many factors, such as the conscious selection of subject, the effect of object and the limitation of teaching process and steps. In a word, teaching interests emerges from the teaching interests system. In a word, teaching interests emerges from the elements in the teaching interests system. Firstly, teachers and students, which are the direct factors for emergence of teaching interests, is the subject of teaching interests. The conditions of the subject affect directly the emergence of the teaching interests. Secondly, the need of the teachers and students in teaching activity is the base of the emergence of teaching interests. The multiple need of teaching results in the differentiation of teaching interests, so teaching need is the direction of teaching interests. Thirdly, the object of teaching interests, which is the object of recognition and practice, is the object of teaching interests emergence, and also the object of teachers and students'need. Based on the relationship of objectivity, it is possible to generate subject's teaching interests. Fourthly, teaching activity is the content of teaching interests. Teaching activity is the bridge between subject and object of teaching interests, so the teaching interests may emerge among the teaching activity. Fifthly, apart from the basic elements of teaching interests, rationality level of the teaching subject can restrict the emergence, the quality and the state of the teaching interests. Sixthly, the emergence of subjectivity development of teaching interests is the core content of teaching interests. The need for subjectivity development of teachers and students is the key factor of subjectivity development of teaching interests, and the object of teaching interests is the external motivation of emergence of subjectivity development of teaching interests.Part VII is realization of teaching interests. The emergence of teaching interests is just the first step of teaching interests relationship. After the establishment of the relationship, teaching interests come into balance and the new one should cover the old in recycle. All these processes only embody the whole course of the relationship of teaching interests. The essential of teaching interests is the development of teachers and students, so the development of teachers and students is regarded as realization of interests. The conditions for realization of teaching interests include subject, object and the media of the common conditions. The realization of the teachers and the students depends on the reasonable formation and interactions of the systematic factors. The standard of the realization of teaching interests can be examined from the perspective of subject, content, progress and quality, so the win-win cooperation, equilibrium and optimization are the most important standards for judging the realization of teaching interests. These three standards, related to each other closely, interact together to construct as a system of realization of teaching interests. The approaches to realize the teaching interests are construction of interests community, establishment of expression mechanism for teaching interests, and improvement of teaching efficiency. Improvement of teaching efficiency is the basic approach to realize the teaching interests. The strategies of realization of teaching interests should cover the rate, structure, organization, efficiency and environment. The strategies include keeping reasonable rate and rhythm in teaching, forming suitable teaching order, labor-division and cooperation, training teaching efficacy and treating pressure and competition reasonably.The creation of the dissertation includes:the origination of the research field, the creation of the methodology and the new view of the research content. As for the research field, the dissertation is the first paper trying to explore teaching interests from the perspective of subjectivity development. In the content, based on the efficiency theory, the research unearths the inner relationship between teaching interests, teaching efficiency and subjectivity development and also the generating mechanism of teaching interests. From the perspective of methodology, the dissertation analyses the game model of teaching interests by importing game theory.