Research On Teaching Playfulness

There exists a serious problem in our present education that teaching is becoming slavery. How to solve this problem? To begin with the reality and reasons of teaching being slavery, this paper aims to analyze the intrinsic relations among human, game and teaching from the clues of human and the angle of ontology, using multi-disciplinary research results. Based on overall analysis of meaning, basic ideas, characters, behavioral modes and realizing tactics of teaching playfulness, this paper also attempts to illustrate that teaching has playfulness. It is both an intrinsic request of a person's development and one of the important measures to solve the problem that teaching is becoming slavery.This paper is made up of the following five chapters:In chapter one, from the realistic dimension, it mainly analyzes the manifestations and reasons of the problem that teaching becoming slavery in our schools at present. Teaching is overloaded and becomes vapid. First, it has something to do with the Man's lose in the daily teaching. The traditional teaching causes the lose of man's integrity in the instruction of assured book knowledge. It highlights knowledge and despises moral emotion; highlights impregnation and despises creativity; highlights conclusion and despises process; highlights scientific world and despises life world. The traditional teaching causes the lose of man's freedom in the over-control of teaching. Curriculum knowledge becomes the only teaching criterion and teaching process becomes carrying out exactly curriculum aim, so teaching becomes dominant and authority and catabolises the students' expressing rights. The traditional teaching causes the lose of man's reasonable request in the over-flaunt of teaching's value as an instrument. The students' intrinsic request, amusement with teachers, rest and happy experience from learning has been looked down. Second, it has something to do with the overflow of scientism ideology. The arrogating of empirical rationality and scientific rationality in scientism ideology causes the concept of knowledge of positivism correspondence theory to become modern knowledge-based view. It also completely separates man's life world from science world. Education has been looked on as the tool to instruct knowledge and skills and develop man's rationality, neglecting its care to man itself. Third, it has something to do with the restriction of our traditional culture. The traditional culture strengthens excessively the thought of standard of society, hard work and authority, making a great influence on teaching. Fourth, it has something to do with the influence from the unreasonable system. The strict control and close of the institutional education, as well as the imperfect selection and assess system, is the important reason of teaching being slavery. Therefore, this paper appeals that teaching should be full of playfulness.In chapter two, from the theoretical dimension, it aims to probe the intrinsic relation between game and teaching. Using the concerned research results of Philosophy, Linguistics, Aesthetics, Culturology, Anthropology,etc, this paper interpreters the game's basic connotation and analyses its representations about joviality, freedom, regulation, virtual, performance, experience, dialog and harmony. In fact, game is closely connected with teaching, with human to be a. harmonious conjunction. Teaching full of playfulness has great meaning for changing the phenomena of the lose of man's integrity, freedom and intrinsic need. It is also meaningful to change the facts that teaching is separated from real life, that teaching highlights results and despises process, that teaching process pursuits for precise, that teaching rights are catabolized, that teaching strengthens learning by rote and mechanical training. Teaching full of playfulness satisfies the needs of man's joviality, freedom, surpass, experience and performance. It not only cares about man's life, existing significance and present life, but also highlights man's development and joviality, integrates form with content, method with objective of teaching and game.In chapter three, from the historical dimension, it analyzes the thought of teaching playfulness of educators and philosophers home and abroad. At home, it mainly analyses Confucian's thought of teaching and learning happily, Liang Qi-chao 's interest teaching thought, Li Jie-lin 's situation teaching thought and modern happy educational thought. Overseas, it mainly analyses Friedrich Froedel's thought of teaching games, Herbart 's thought of interest teaching, Dewey 's thought of activity teaching, Jim Rogers' thought of human oriented teaching, Georgi Lozanov 's thought of suggestopedia. Although these educators and philosophers didn't put forward definitely the concept of teaching playfulness, we can still see rich thoughts about teaching playfulness from their correct and profound insight into teaching.In chapter four, from the static dimension, it aims to construct teaching playfulness reasonably. In the basic idea, teaching full of playfulness highlights that teaching is a kind of care for man's life, a joyful activity, a unity of freedom and regulation, a combination of determinacy and nondeterminacy, a connection and surpass of life. Joviality of emotion, compatibility of unitary and situation of game are the basic characters of teaching playfulness. Dialog, experience and performance like playing games are the activity modes of teaching playfulness.In chapter four, from the dynamic dimension, it aims to analyses the tactics to realize teaching playfulness. It tries to expound the tactics from the aspects of changing ideas, building teaching surroundings, excavating the factors of teaching playfulness and care from institutionalization.