On The Freedom Of Teaching

As the development of new curriculum reform, so many new education concepts and theories around the theme People-oriented have emerged. Such as Education for life. Education for people and personality,all of these theories aim at pursuing freedom in education. Under such background, from the educational philosophy point of view, the research on freedom of teaching and learning can enable us to get a better understanding of the truth of it and hoping this research can provide some necessary guidance for practice of teaching and learning. On the basis of defining teaching-learning and teaching-learning freedom, this paper also systematically inspected teaching-learning freedom from the angle of ontology, epistemology and axiology. Besides, giving some positive suggestions and advice on how to practice teaching-learning freedom.The paper consists of seven parts:Dealing with the outline of the researching, this part consists of the background, aims, value and method of the study as well as the conclusion of some relevant issues.Chapter 1 is the introduction of theoretical basis of the research, which includes the Thought of freedom in Marxism,Subjectivity psychology, Life education, Teaching-learning relationship and Systematic science methodology.Chapter 2 is aim to distinguish the correlative concepts. The concepts of freedom, teaching-learning freedom have been distinguished and defined in order to lay a foundation for next parts of the research.In Chapter 3, teaching-learning freedom had been ontologically analyzed from the angel of element, structure, forming process and function. Constructing the layered structure of teaching-learning freedom,which is on the basis of the analyzes of teaching-learning freedom's elements. What's more, this part will adopt the dynamic analysis rather than static analysis to explain the generative mechanism that teaching-learning freedom is a balanced state between subjectivity and responsibility.Teaching-learning freedom's function will be argued from tow aspects: its relationship with people and teaching-learning.Chapter 4 analyzed teaching-learning freedom epistemologically on the issues, such as the reasons for misunderstanding of teaching-learning freedom,the correct logic for teaching-learning freedom and the possibility of teaching-learning freedom.Teaching-learning freedom was analyzed axiologically in Chapter 5. The analysis concludes the necessity of teaching-learning freedom and its significant meanings on people,culture and teacher-student relationship.The issue about how to practice teaching-learning freedom will be discussed in chapter 6 This issue will be discussed from tow parts, one is how to cultivate the subjectivity and the other is how to develop the sense of responsibility.The epilogue summarized the primary coverage, repeated the main idea, rethought the shortages and prospects the interrelated research.