| Teaching is the process that teachers teach students to learn, and also the process that teachers instruct and help students to learn. However, it doesn't mean that students follow teachers'teaching submissively. Students aren't robots but dynamic individuals, and they have their own understanding and propensity on teahing's goal, continent, method, evaluation and so on. When teachers and students have different ideas on teaching, teaching-learning conflict (TLC) may occur. TLC is a kind of oppositonal interaction, including not only obvious competion but also invisible contradiction, which is different from teacher-student conflict and classroom conflict. TLC is an unattached problem field and urgently need our research.TLC is not occasional incident imposed by outside force, but a mode of teaching-learning interaction, a kind of teaching-learning relations and states, and a dynamic and active process. By means of analysis on teaching-learning field using Pierre Bourdieu's field theory, we know that teaching-learning field is a meaningful , cultural and competitive space, and the leading capital is cultural capital, where the teacher and students hold different positon because they posses diverse capital. Teaching-learning field has its special time, space and staff structure so that it becomes a field of conflict, where TLC is normal being. Unlike other fields, in teaching-learning field teacher and students have common target and coincident ultimate interest because teaching is to educate and improve persons.Different capital and power possession of the teacher and students is only the structure basis, and the key to lead to TLC is that the inferior in the teaching-studying field denys the rationality of the structure or not. The root of TLC is human being's subjectivity. Subjectivity includes dynamics, independence and creativiness, which enable persons to insist on themselves and resist outside control. Subjctivity is not man's intrinsic attribute, and we can only understand a person's subjectivity from his activites and the relations between him and the nature, between him and the society, and between him and others. Human beings get more ande more subjectivity with the developmet of the society. As a kind of human being's activites, teaching-learning changes too, likely TLC becomes more and more obvious and frequent. It is not the historical coincidence but historical identity, that is, it is the identity between human being and their activites. As the root of TLC, subjectivity should get its own performance style,or it would be unable and beyong understanding. TLC is a kind of living style of teachers and students in teaching-studying field. How they understand the world, knowledge, otherness and themselves, how they will understand TLC and what kind of TLC they will produce. Briefly, the direct influencing factors of TLC are teacher's opinions about teaching and student and stuents's opinions about learning and teacher.The analysis of TLC is conducive for us to understand it in-depth: 1. the characteristics of TLC. TLC is cultural, common-purposed and constructional.The characteristics of TLC aren't natural, self-sufficient or mysteriously inevitable, but the product of persons'will and inclination in their activites; 2. the type of TLC. Using typologic analysis and induction methods to study the types of TLC will help to erect a communication bridge between the abstract and the concrete, between the universality and the particularity, between the general and the situational. According to different standards, TLC can be divided into different types: knowledge conflict, emotion conflict, value conflict and behavior conflict, beacause of content diffrence; overt conflict and hidden conflict, beacause of expression diffrence; realistic conflict and unrealistic conflict, because of target difference; conflict of Having and conflict of Being, because of different motive. TLC of Being is an ideal type, and it should be the pursuit of real-life TLC. Classifying is to grasp TLC logically accurately and respectively. However, real-life TLC is often the mixture of various pure types, just focus on different type; 3. the function of TLC. TLC has not only positive functions, including facilitating the development of individuals and the group, but also negative functions, including undermining the teacher-student relationship and teaching-learning process. It is persons who play a decisive role in how TLC produce its function; 4. the proess of TLC. TLC includes five successive parts: potential confrontation, emergence, development, conversion, and consequence. It is a continuous, dynamic event sequence, and how it happen, change and what results will be depends on our attitude and treatment to it.All problems are problems of the age, and in a particular historical period have their specific contents and forms. Social transformation led to the division of rationality, multiculturalism has brought the disintegration of identity, the information revolution created the crisis of the traditional teaching-learning life, and education reform caused changes in the teaching-learning relationship. The four aspects interconnect and excite mutually, and together make TLC more vital and usually than before. At present,TLC shows four characters: frequence increasing, content expanding, method multivariate, and effect far-reaching. It has been a problem that can't be neglected and avoided.However, owing to the emphasis on efficiency, the ruledominate of instrumental rationality, the excessive demand of irrational authority and the discard of teachers'self-subjectivity, many teachers give simplistic, narrow and distorted understandings to TLC. The teaching practice Rooted in this erroneous understanding has strong tendency of deconflictization and aggressively pursues the so-called teaching-learning order. Deconflictizational teaching does long-term and hidden damage to teachers and students, including confining their thinking, suppressing their individualities and destroying their interests, which is a kind of teaching that teachers hurt their students through hurting themselves. We should refect and criticize it deeply.Thus, coping with TLC reasonably becomes a critical issue. If teaching is for man, and teaching must be educational, then the coping behavior should also be for man and educational. Coping with TLC rationally means that we should persue not only the instrumental rationality but also the purpose rationality. TLC can not be simply get rid of, and we should promote it moving towards teaching-learning harmony. TLC, the coping styles and consequence of TLC are also inherent in the process of teaching, and they are component parts of teaching. What kind of teaching-learning there be, what kind of TLC there will be, and what kind of coping style there will be. Hence, it is tuely helpful to cope with TLC reasonably only when we change teaching fundamentally. Considerting how to create a better teaching which is good at containing and coping with TLC is more important and ultimate than generating concrete strategies. The premise of coping with TLC reasonably is the reconstruction of teaching understanding: teaching-learning is life, life need creation, so teaching should encourag creation; teaching-learning is public life, the public exists in the consultation and consensus among individulas, so teaching should be based on teacher-student intersubjective relationship; teaching-learning must be ethical, viutue set up on the basis of freedom, so teaching should be filled with spirit of freedom; teaching-learning is for lives, lives are different and imperfect, so teaching must have a character of lenient. Taking these perspectives of teaching as epistemological basis, teachers acknowledge, accept TLC and transform it into teaching-learning harmony through reconstructing teachers'authority, cultivating teaching courage and training teaching widom. Finally, in order to guarantee a reasonable coping with TLC, good internal and external conditions should be brought about , including building a culture of dialogue, improving education management and promoting evaluation mechanisms.
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