Research On Teaching Process

The fundamental defect of the concept seeing teaching process as a "special process of cognition" is to regard the knowledge impartation as the only objective of teaching and Teacher the absolute authority, to ignore the fact that Student is the perceiver (subject) and has individual character. This concept of teaching has been criticized and there have also been theories trying to revise the "special process of cognition", like the theory of development, the theory of activity (behavior), the theory of practice, but in today's classroom teaching practice, the traditional teaching characteristics such as classroom-centred, book-centred and teacher-centred can still be seen and stubbornly dominated teachers in their teaching behaviors. The 21st century is the era for knowledge economy and the whole world is becoming a highly interactive society. The changes revealed in education is to give up the education model which was adaptive to the industrial civilization and forge ahead toward the new education model that fits in with the needs of knowledge economy times. In China, we should give up copying the modem western educational model and set up a new educational model fitting the knowledge economy era.Traditional teaching process theory reflects the teaching understanding adaptive to industrial times in western society and subject-object thinking is its essence. It regards the master of knowledge as its sole objective and ignores the vitality of Teacher and Student; it pursues unified requirements and ignores students' differences and potential development; it emphasizes linear and static control and ignores dynamics and synthetic aspects of teaching; it stresses one-way subject-object structure and ignores subjects' multipole interaction, social interaction, two-way structure and dual conformity in subject-object-subject structure in educational communication.There were rich thinking resources on teaching process in ancient China. The author agrees the idea that the essence of Chinese traditional culture is ethics. The maincharacteristics of ethics is to get rid of the absolute antagonism between man and man, man and society, man and nature and put all of these in ethical relationships. This is completely different from the western subject-object concept. In ancient China, teaching was not to impart the knowledge defined in modem knowledge theory to students but to inspire students' self-consciousness and requires students to practise and learn through experience.The teaching process theory in China at present time has been developed quickly since China began its reform and opening to the outside. It also contains some inadequacy and problems. The main problem has been lacking reflection on the theoretical basis, having not been able to get to the narrow understanding of Maxist knowledge theory in former Soviet Union (subject-object polar model), having not been able to put the new achievements in the research of Marxism philosophy mto the research of teaching process. Currently, if we want to insist on Maxist knowledge theory guiding the teaching theory, we should correct the narrow understanding of Maxist knowledge theory aid introduce the concept of communication practice. The essence of teaching process is communication practice. Teaching process is a kind of practice, which teachers and students using the teaching content as the medium, purposely communicate to realize students' self constructing. This is a "subject-object-subject" teaching communication practice structure.