Reconstructivism Of Intersubjectivity Classroom Teaching

Teaching is the noumenon and basis of education, however classroom teaching as the basic organizing of instruction, it should embody the essence of education and teaching. Education is to achive people, if classroom teaching doesn't regard students as subjective people, doesn't develop people's subjectivity, it will become heft people, which is the negtive of education. This paper regards intersubjectivity as guide, and combines with the practice of classroom teaching, and analyzes the classroom teaching affected by subject-object theory, then discusses the necessity of turning to intersubjectivity, and raisesreconstruction of intersubjectivity classroom teaching at last. There are three parts in this paper.The First Part primarily discusses the predicament of classroom teaching affected by subject-object theory. Classroom teaching affected by subject-object theory doesn't develop student's subjectivity, because of teacher-student relation becomes subject remold object and lacks interactive; teacher stands high above the masses counting on system authority, his subjectivity is close, this classroom lead to their subject absent. Under the passive appearance, students can't develop their thinking, feeling and creativity, because of teaching becomes a single process which the knowledge transfer from teacher to students, teacher and students lack interactive each other, these lead to students can't understand teacher's meaning. Teacher doesn't regard students as subject, so he doesn't give their the chance to express their thinking, idea and feeling in the class, classroom teaching is going in the presupposition.This classroom calm apparently, but actually have huge crisis. Under the passive, isolated and quiescent state, classroom teaching is inefficient.The Second Part mainly explores the value pursuit of intersubjectivity classroom teaching. Intersubjectivity theory brings classroom teaching the fresh blood and indicates its future. Intersubjectivity theory emphasizes the relation with equal exchanging,active dialogizing,bidirectional intercommunicating and understanding each other, intersubjectivity is inter understanding and common understanding among different subjects. The essence of classroom teaching is an interactive process through classroom, intersubjectivity embodies the essence of classroom teaching. Intersubjectivity classroom teaching emphasizes the creative participant process between different teaching subjects. During the teaching, as the teaching individual, he is not to find and comeback original meaning of the text, but to make his original eyeshot,curriculum text history eyeshot and other teaching subject's realism eyeshot validate each other; in this teaching, every listener have the power to reflect talker demonstrative meaning,every partner have the responsibility to survey perestablishment or prejudice behind of his thinking and faith. In this case, every teaching subject opens his original eyeshot and make the realism eyeshot and history eyeshot, yours eyeshot and my eyeshot mix, then develop a new eyeshot. In this classroom teaching, other's information is absorbed by myself, my original knowledge is awaked by other's idea, so the new thinking is come into being . In the intersubjectivity classroom teaching, teaching is from unilateral transfering to different subjects interact, and from cognition activities to intersubjectivity interaction activities, the relation of teacher and student from subject-object to intersubjectivity. Teacher and students are equal, they trust and understand each other, these promote their subjectvity and inspire student's creativity, teacher deepen feeling exchange with students, they get along well with each other. This is intersubjectivity classroom teaching value pursuit.The Third Part principally explores reconstruction of intersubjectivity classroom teaching. It is necessary to reform intersubjectivity classroom teaching. If we want to do this, we must respect difference, harmonize interaction of students and teacher; pay attention to the cooperative learning, accelerate interaction of students and students; change the old role of teacher; dialog is also a good method.