Research On Class Teaching Communication For Promoting Subjectivity Development Of Student

With the economic development and social progress, people require more about the subjectivity development. The lack of subjectivity of the students leads to profound attention of the education circle. Building and strengthening the subjectivity sense of the students, promoting the subjectivity development of the students is becoming important content of modern education. However, the subjectivity development of the students is gradually determined and formed in the teaching communication, which is part of the teaching communication. Effective teaching communication can promote the teaching communication.The introduction part mainly presents the significance, background and status of the research, the method and the thinking adopted by the research.The second part is the overview of the teaching communication and student subjectivity basic principle. The relative concept is outlined first and then teaching communication theory and subjectivity attribute are described, respectively. The relationship between the teaching communication and the subjectivity development of the students is discussed based on this. The two promotes each other and develop together.The third part finds that the autonomy, initiative and creation of the students in the teaching communication are lack to some extent, through the status survey of student subjectivity in the teaching communication of the middle school class; therefore, the factor for affecting the subjectivity development of students from the view of teaching communication and the reason for lack of subjectivity of the student from the communication subject, content and organization form are analyzed.The forth part is based on the combination of theory and practice, so as to research the five standards in effective teaching communication, thus giving the strategy of effective teaching communication for promoting the subjectivity development of student from five aspects of concept, teaching content, organization form, communication environment and teaching assessment.