Research On Teacher's Subjectivity In The Course Implementation And Its Development

This dissertation discusses teacher's subjectivity and its development in the complicated relationship among the textual knowledge, student and teacher from a Hermeneutics perspective.Chapter One, it presents the elementary definition and fundamental theoretical discussion on teacher's subjectivity in the course implementation. In perspective of Hermeneutics, the textual knowledge is a kind of statutory knowledge text, named legal text. The textual knowledge that possesses objectivity and meaning is naturally intersubjective. The textual knowledge as"legal"text, student and teacher as"reader", as well as the"writer"(editor) of the text as invisible participant, they all compose the main styles of text in the textual comprehension.The teacher-based text on the basis of teacher's re-structure in his comprehension, the student–based text on the basis of student's re-structure in his comprehension, as well as the legal text, they take part in the textual comprehension in the course implementation. The course implementation in perspective of Hermeneutics is the comprehension process on which the writer (editor) of textual knowledge, act as the intersubjective relationship between student subject and teacher subject has an effect jointly the textual knowledge as the object.Teacher's subjectivity in the course implementation is the relationship between student and textual knowledge.Chapter Two, it discusses the status quo of the teacher's subjectivity in the course implementation. By using the group discussion, questionnaire investigation and deep interview, this part discusses the status quo of the teacher's subjectivity in the course implementation from the perspective of the relationship between teacher and textual knowledge and the relationship between student and teacher. Besides, this part also discusses the status quo of the teacher's subjectivity in the course implementation from three aspects: the course conception of the teacher, the selection of the course content, and the ways of course implementation. In general, the teacher's subjectivity in the course implementation represents the teacher's dogmatic understanding of the course text.Chapter Three, it analyzes the cause of the dissimilar phenomenon of teacher's subjectivity. The teacher's course culture restricts the teacher's course consciousness, distorts it in course implementation as a result. On the other hand, the government's course regulation limits the teacher's course power, finally it results in the lack of the teacher's course power in the course implementation.Chapter Four, it discusses the definition of teacher's subjectivity in the course implementation. It tries to construct the theory on teacher's subjectivity in the course implementation based on hermeneutics theory from four aspects: the aim, the connotation, the denotation and the characteristics. The aim of teacher's subjectivity in the course implementation should be textual comprehension which is based on both dogmatic and explorative comprehension, mainly on explorative comprehension to promote the creationary transform which is"bidirectional and two-double"between textual knowledge and student. From the perspective of connotation of teacher's subjectivity in the course implementation, the course conception should be changed from the objective textual knowledge-centered standpoint to advanced/developmental textual knowledge-centered standpoint. The election of course content should be changed from partially focusing on legal text or the student–based text to constructing"intersubjective course"based on text subject, student subject and teacher subject. The course comprehension way in course implementation should be changed from dogmatized way to explorative way.The extention of teacher's subjectivity in the course implementation is dual which teacher's subjectivity is dialectic and unitive between teacher's subjectivity and its intersubjecutivity in perspective of the relationship between teacher and textual knowledge and the relationship between student and teacher.From the perspective of denotation of teacher's subjectivity in the course implementation, there are not only the"subject-subject"intersubjective relationship among teacher, student and the writer/editor, but also the relationship between the subject and the object, in which the teacher and student act as subject and the textual knowledge act as object. Therefore, the fundamental"subjects-object"relationship structure forms among the student, teacher and text.Chapter Five, it discusses the developmental condition and route of the teacher's subjectivity in the process of course implementation. The developmental condition includes 2 aspects: the exterior environment is to reconstruct the course regulation and to rebuild the teacher's culture; the interior condition is to promote the course consciousness of the teacher and to construct personal knowledge. The teacher's subjectivity could be developed through 5 ways: correcting the teacher's subjectivity in spoken text knowledge; embodying teacher's intersubjectivity in the communicative process with student; promoting teacher's subjectivity in the process of reflective teaching; deepening teacher's subjectivity in the course action research.