Research About The Interaction Between Teachers And Children In The Perspective Of Intersubjectivity

Teacher-children interaction runs through every link of the kindergar ten daily life,which will be a critical impact on all aspects of the children,and a teacher's education idea can also be explicit in Teacher-children interaction.Teacher-children interaction exists for education.So that is to say,the core of preschool education quality lies in the establishment of a good Teacher-children interaction.Teacher-children interaction is the interaction between “teachers” and “children”,which is also the interaction between “person”and “person ”.Both experienced teachers and ignorant children are the subjects.Hence,the authentical Teacher-children interaction should be the intersubjectivity.At the same time,the inter-subjectivity theory also provides a new perspective for interpreting interaction between teachers and children,and the connotations of subjectivity,equality,humanism and interaction are necessary for Teacher-children interaction.Thesis composed of three parts mainly adopts the methods of documentary,interview,the non-participation observation and caseanalyzing to study Teacher-children interactionfrom the perspective of intersubjectivity.Firstly,the essay introduces the theory of intersubjectivity,discusses the compatiblerelationship between subjectivity and intersubjectivity,and then analyzes the meaning of intersubjectivity.Intersubjectivity includes subjectivity,equality,humanism,interactivity,etc.Secondly,the essay makes a realistic reflection on the Teacher-children interaction in the Perspective of Intersubjectivity.the author founds that the subjectivity of teacher and children are unbalanced.Children's subjectivity is limited,andteacher's subjectivity is alienated.On the one hand,teacher's subjectivity is excessive,appearingsimple and crude hegemony.Teacher‘s authority is unreasonable.On the other hand,teacher is short of subjectivity and specific performance is lack of autonomy,initiative and creativity.In addition to the above questions,the teacher-children interaction is also transactional,lack of affection and obvious one-way interaction.One-way interaction embodied in that teacher is in a single adult “horizon” to overlook children,one-way interpret them,blindly seek common and one-way infusion.Finally,On the basis of the realistic reflectionon Teacher-children interaction,the author puts forward the ideal characteristics of teacher-children interaction,and puts forward strategies which can construct intersubjective interaction between teachers and children.The teacher should give full play their subjectivity to develop and protect the subjectivity of the child which in the germination.On the basis of analyzing the existing problems,the author proposes the following suggestions.Teacher should change concept,acknowledge and respect children's subjectivity.Teacher should create interactive and democratic atmosphere in order to develop children's subjectivity.Teacher should reshape their role,and reasonably exerts their subjectivity.The teacher's professional development should come out with flying colors,and cultivate subjective self-conscious.The teacher should attach great importance to the emotional care.Only in this way can the teacher and children realizespiritual meet.The teacher should suspend teachers' adult sense,and concern about the child visionto promote the integration of both teacher and children horizons.