On The Local Speech Of Subjective Education

China has a long history of education, but education discipline in China ia an exotic.Chinese modern education first learned Japan, then was the imitation of the USA, thenimitated Soviet. We have always been learning from others. Doesn’t the thousands ofyears’ history have a little merit? Learning from the advanced experiences of othercountries is necessary, but discarding and interrupting its own excellent educationaltradition will have more losses than gains. Therefore, creating Chinese education andpursuing Chinese education’s localization has always been the dream of the researchers.Many scholars and researchers advocate that our educatonal research should hold thenative perspective and pursue the education discipline’s independence and self-reliance.Since1980s, subjectivity question has always been the centre in education area. Manyschaolars and peofessors are eager to put forward their opinions about subjectivity question.So, Subjectivity education theory is created. But when the researchers demonstrate andexplain the Subjectivity education, they are all using the western philosophy discoursesystem. Chinese traditional culture is broad and profound, many of them contain “subject”education thoughts. So, through analyzing Confucianism’s teaching thoughts, this paper isgoing to explain the Subjectivity education from the local perspective basing on our localresources to promote the academic accumulation and localization of subjectivity education.Professor Du Chengxian’s idea that the essence of Chinese traditional education thoughtsis “teaching is discussed by learning” provides a strong basis for this study.This thesis contists of four parts:Introduction is the first part, the background, the purpose and the significance of thestudy is described. Besides, the related research were reviewed and the key concepts werealso defined in this part.The theoretical basis of the study is the second part. Firstly, I elaborate the connotaionand origin of “teaching” and “learning”, then I draw the conclusion that “learning” firstappeared, then “teaching” developed basing on “learning”; Seconly, the essence of Chinese ancient education thoughts:“teaching is discussed by learning”is discussed in this part.The third part is the local discourse of the relationship between teachers and studentsof the subjecticity education. Describe the subjectivity philosophy manifested in the earlyConfucianism’s words and deeds from three levels of teacher-student relationship, the ethicand morality relationship: equality, the emotional relationship: freedom and loving eachother, and the teaching relationship: teachers bebefit from teaching as well as studentsbenefit from learning.The native subjectivity education thoughts of the teaching process is explored andillustrated in the fourth part. The subjectivity meaning which is contained in the earlyConfucianism’s words and deeds related to teaching process is interpreted from thedevelopment of the students’ subjectivity, from the three aspects: independence, initiativityand creativity.