Study On Life-emphasized Classroom Teaching

Life is not only jumping-off point of education, but also end-result of education. In educational history of China and foreign countries, most teachers only pay attention to a certain development of life and contravene law of life developing due to unilateral comprehension of life connotation. For example, the knowledge-emphasized education, the pragmatism education, the scientism education and the humanism education only pay attention to knowledge, ability, science diathesis and personality, respectively; they all misconstrue integrity of people, and people either become slave of knowledge or artificer without good nous thought.The life-emphasized teaching is for all-sided development of life. Here, life includes not only students' lives but also teachers' lives. Life is multidimensional, it includes not only cognition, but also sensibility, attitude and value notion. This is to say, life is not only physiological life but also numinous life and societal life. Therefore, the value of life-emphasized teaching is multidimensional.Bing main form of school education, classroom teaching ought to be main location where lives of teacher and student are regarded. Texts have life characteristics from the points of genetic theory, philosophy and cultural theory. Therefore, classroom teaching ought to be a complicated life system, where there are teachers' lives, students' lives and texts' lives.Due to that the traditional classroom teaching regarded texts as tools bearing off-the-peg knowledge, regarded knowledge as external existence beyond people, and the influences of the thought of knowledge-emphasized education and utilitarian education, classroom teaching become location only for imparting knowledge, and students accepting off-the-peg knowledge become only aim of teaching. In this way, lives of teacher and student become tools for obtaining knowledge, living meaning is lost, and the coruscation of life energy of teacher and student is tied. This is no-life-emphasized teaching.In order to improve life quality of teacher and student, we must change existing idea about classroom teaching, regard classroom teaching as an especial living of teacher and student, change unilateral control by teacher to intercourse between teacher and student, change teacher monolog to interlocution among teacher, student and text, change comprehension on text to creation. Only in this, teachers' lives can be liberated, students' lives can be developed, texts' lives can be activated, and make lives of teacher and student be created and developed in interlocution, comprehension and creation.