Research About Children Education From Perspective Of Inter-subjectivity

This research provides a new perspective for children’s education research by combining theInter-subjectivity in the field of philosophy and the realistic problems in children’s education throughliterature research.The thesis consists of three parts.The first part mainly expounds the necessity of bringing inter-subjectivity theory into the childreneducation. From the point of view of traditional subject-object theoretical philosophy, education is regardedas cognition and reformation of the object by the subject, and activity of objectification to realize by subject.However, education relationship is from man to man, instead of man to object. The objectification of anysubject in the course of education necessarily results in ossification of education and is contrary to thepurpose of education. Inter-subjectivity theory that both educator and education are regarded as the humanof completeness through interactions and educational events are activities among subjects can remedy thedefect. Traditional philosophy has a deep influence on current preschool education, and teachers ofteneducate children as objects which results in ignoring the status of children’s subjectivity. Therefore, wesuggest revaluating preschool education from inter-subjectivity prospective to meet the target ofharmonious communication between teachers and children.The second part mainly demonstrates the suitability of the application for the inter-subjective theoryin the early childhood education. First, we discuss that child also has subjective initiative and legal rights.Second, child is a young person who grows quickly but easily injured and has poor motor coordination andselfcare ability. His cognitive structure is in pre-operation stage. He is impetuous and has exposed mood.The development of language mainly is spoken language. Therefore, child is different from adult in thecognitive style, emotion expression and contacting method during communication and specificinter-subjectivity is formed between child and teacher. Meanwhile teacher-child communication hasinter-subjective essential features like subjective equality, both-way reciprocity and emotionintercommunity.The third part mainly expounds the application of the Inter-subjectivity theory in the practice ofchildren education. First, teacher should change educational idea from the original one to the neweducational idea which regards inter-subjectivity theory as guiding ideology. Second, in the game activities,daily life activities and teaching, the problems between teacher-child relations, it makes some relevant suggestions to teachers for how to construct inter-subjective between “teacher-child”. In game activities,teacher should create pleasant environment, play together with the children and guide them to do it, payattention to the children’s autonomy. In daily life, teachers should improve children’s main body status,realize the mutual equality teacher-child communication and strengthen emotional communication torealize the teacher-child communication emotion circulation. In the teaching activities, teachers should setscientific views on children was associated, teachers should improve their digestion and reflection ability,master the scientific and effective communication mode at the same time.