Creative Teaching On The View Of Play-spirit

Play is an antiquated and prevalent phenomenon in social life. Its complexity leads to its diversity. On the basis of the study from the point of view of biology, psychology, documentary, and phenomenology, scholars draw different conclusions. As the theories concerning play develop from the claim of its biological instinct to its function as servicing subjects outside of play and to a more and more attention to play itself, the play-spirit emerges. The essence of play-spirit is comprised of freedom spirit, lived experience spirit and subject spirit. Freedom spirit is a spirit that player is not confined and can act with freedom. Lived experience spirit is the extension of player's life. It is an affirmative spirit which depends on player's apperception and corresponding reactions towards his apperception of the play. Subject spirit refers to a harmonious spirit between subjects, which concentrates on player's independence, activity and creativity being at play.Creative teaching is established in the development of human being. In creative teaching process, teachers design creative movements which are based on teaching rules and principles of epistemology, psychology and creativity in order to cultivate students' creative diathesis and make them learn to study. Creation and teaching are two important aspects of creative teaching, and they are the keys to catch on the relation of play-spirit and creative teaching. Creativity needs freedom spirit. It needs not only free outer environments without the limit of conception or the restriction of belief but also subject's free action without utilitarian purpose. Lived experience is not only the motive of creativity but also the guarantee that creative action goes on wheels. But all these need to give the free rein to the function of subject. Creativity is the best manifestation of human's subjectivity. Play has also connection with teaching. All human actions havemore or less play-spirit with different degree. The research on the connection of play-spirit and teaching has been developing gradually, first play was in conflict teaching, then play acted as the means of teaching, and now people study teaching from the angle of play in the ontology's sense. In short, their relation is becoming closer and closer. On the basis of these analyses, I draw a conclusion that play-spirit has relation with creative teaching. Freedom spirit is the premise of creative teaching; lived experience spirit is the key to creative teaching and subject spirit is the soul of creative teaching.However, there is little play-spirit in the practice of creative teaching. Teachers and students have not got rid of the utilitarian purpose, while they still pursue tangible outputs and exterior encouragements. They are short of the freedom spirit. Teachers look teaching as a means of life not the life itself. Students have little affirmative affective experience during the course of learning. They are both short of lived experience spirit. Meanwhile, subject spirit of teachers and students has not been fully brought into play. Teachers are deficient in consciousness of research and reflection, and students lack of involuntary regulating ability. So we should seek for inspiration from play-spirit, and try to establish: 1) a view on the aim of creative teaching: the aim should be consistent with means. 2) a view on the subject of creative teaching: the subject should be united with object.3) a view on the course of creative teaching: the course should be exoteric and challenging. 4) a view on the relationship between teachers and students of creative teaching: more communication and cooperation should be encouraged. 5) a view on the curriculum of creative teaching: new meaning should be sought in returning to life.