The Generation Of The Symbolic Significance Of Classroom Teaching

Symbolic interactionism is well-known as a social theory. Moreover, it is a particular methodology and has supplied us an unique perspective to study in the field of pedagogy. Symbolic interactionism emphasizes on the subjectivity of human beings, focuses on the interaction that one has with others, and follows the interpretive paradigm in the social tradition. According to these characteristic, we believe that its suitability in the field of pedagogy. Because pedagogy, to the end, concerns human beings. Nevertheless, we have to dig out the meaning of "symbol" while we take teaching as a procedure of symbolic interaction. Otherwise, we'll never understand how it happens between children and teachers. Thus, what's a symbol? What does it mean to our human being? Is there any pedagogical symbols in teaching? How dose it happen?We tried to define "symbol" in a strictly and scientific way, also with a point of view of phenomenology. We believe that "symbol" is a special existence that leaves away from itself. That means that a symbol's true meaning is not just how it be constructed or how it moves or how it be transported, etc, but rather what is means to our human-being. In this case that we can define it in this way: a symbol is an existence that can be experienced by men. Human's experience is the live root of a symbol's meaning. Language is such a phenomena and a distinguish one. Then we try to describe symbolic phenomena in teachers' teaching. Teacher as an profession, teaching subjects, media and teaching activity is what we displayed in this article. We tried to manifest the pedagogical meaning of them. In this way we tried to figure out how the teachers and the children experienced these symbols and what can we do to make it happen in every teacher's every-day teaching.