| Peer-Reviewed

Reconstruct the Teacher-Student Relationship Based on Intersubjectivity Theory

Received: 24 November 2022     Accepted: 12 December 2022     Published: 27 December 2022
Views:       Downloads:
Abstract

Human beings are a relational existence, and the order of relations between teachers and students is the reflection of subject-object philosophical concepts in educational life, and is the logical premise of "student-centered" education and teaching reform. The first nature of teacher-student relationship is interpersonal relationship, which not only has the commonality of general relationships, but also has its own particularity because of its unique position in the field of education and teaching. The regulations on the order of teacher-student relations directly restrict the effectiveness of educational and teaching activities. The traditional paradigm of teacher-student relationship order highlights "teacher-centeredness" or "child-centeredness", which places teachers and students in a one-way model of duality and opposition, which often breeds disadvantages such as confrontation, conflict, and hegemony. At present, under the background of "student-centered" education and teaching reform, due to the lack of effective balance between students' subjective status and teachers' rational authority, the teacher-student relationship order still has drawbacks such as one-way interaction, behavioral utilitarianism, emotional indifference, and inter-interpersonal antagonism. This study attempts to take the theory of intersubjectivity as the logical starting point and attempts to reconstruct a new paradigm of teacher-student relationship order with equality as the primary premise, understanding as the core connotation, dialogue as the path, respect as the fundamental guarantee, and empathy as the value implication, in order to provide guidance for the "student-centered" education and teaching reform in the new era of China.

Published in Higher Education Research (Volume 7, Issue 6)
DOI 10.11648/j.her.20220706.18
Page(s) 231-236
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Teacher-Student Relationship, Intersubjectivity, Student-Centered

References
[1] Daniel Zhang, Wang Aiju, Xu Wenbin. On the transformation of "teaching conflict" to "teaching harmony" in teachers' classroom [J]. Teaching and Management, 2022 (33): 11-14.
[2] ZHAO Juming. The Balance of Imbalance: A Systematic Study on the Problem of "Emphasizing Research over Teaching" in University Teacher Evaluation——Research on "Student-centered" Undergraduate Teaching Reform in the United States No. 8 [J]. Research on Higher Engineering Education, 2020 (06): 6-27+44.
[3] Li Zhiyi. Analysis of the concept of student center for professional certification of engineering education [J]. China Higher Education, 2014 (21): 19-22.
[4] MAO Yingxin, TAN Weizhi. The transmutation, potential risks and direction of teacher-student interaction in the era of digital media [J]. Open Education Research, 2022, 28 (05): 39-48.
[5] Yu Shuaiqi. From "Center" to "Relationship": Establishing a Teaching Balance Beyond the Individual [J]. Education Exploration, 2022 (11): 27-30.
[6] Gadamer. Truth and Method [M]. Shanghai: Shanghai Translation Press, 1999: 330.
[7] David M. Levine. Xi'an: Shaanxi People's Education Press, 1997: 134.
[8] LI Yuping. Teacher-Student Relationship from Opposition to Dialogue: The View of Intersubjective Sex Education from the Postmodern Perspective [J]. Education Theory & Practice, 2008, 28 (10): 57-60.
[9] FENG Jianjun. Journal of Central China Normal University (Humanities and Social Sciences Edition), 2006, 45 (01): 115-121.
[10] Wu Yuejun. On the teacher-student relationship and its role from the perspective of intersubjectivity [J]. Teacher Education Research, 2010, 22 (02): 40-43.
[11] YIN Yanqiu, YE Xujiang. The transcendence of intersubjectivity education to individual subjectivity education [J]. Educational Research, 2003, (02): 75-78.
[12] FENG Jianjun. Intersubjectivity and educational communication [J]. Higher Education Research, 2001, 22 (06): 26-31.
[13] Ma Shangyun. Teacher-student relationship under intersubjective perspective: co-existence, co-creation, co-growth, sharing [J]. Journal of Inner Mongolia Normal University (Education Science Edition), 2013, 26 (01): 64-67.
[14] WEN Huwei, LIU Yutong. The reconstruction of teacher-student relationship in colleges and universities in the hybrid teaching field [J]. Heilongjiang Studies in Higher Education, 2022, 40 (12): 22-27.
[15] ZHU Ye. Classroom Discourse Mode of Intersubjective Foreign Language Teaching under Dialogue Theory: A Review of "Research on Conversational Discourse in Foreign Language Teaching Classroom——Construction of Intersubjective Foreign Language Teaching Classroom Discourse Model" [J]. China Education Journal, 2021 (02): 110.
Cite This Article
  • APA Style

    Fanqin Meng, Ruiyi Wu. (2022). Reconstruct the Teacher-Student Relationship Based on Intersubjectivity Theory. Higher Education Research, 7(6), 231-236. https://doi.org/10.11648/j.her.20220706.18

    Copy | Download

    ACS Style

    Fanqin Meng; Ruiyi Wu. Reconstruct the Teacher-Student Relationship Based on Intersubjectivity Theory. High. Educ. Res. 2022, 7(6), 231-236. doi: 10.11648/j.her.20220706.18

    Copy | Download

    AMA Style

    Fanqin Meng, Ruiyi Wu. Reconstruct the Teacher-Student Relationship Based on Intersubjectivity Theory. High Educ Res. 2022;7(6):231-236. doi: 10.11648/j.her.20220706.18

    Copy | Download

  • @article{10.11648/j.her.20220706.18,
      author = {Fanqin Meng and Ruiyi Wu},
      title = {Reconstruct the Teacher-Student Relationship Based on Intersubjectivity Theory},
      journal = {Higher Education Research},
      volume = {7},
      number = {6},
      pages = {231-236},
      doi = {10.11648/j.her.20220706.18},
      url = {https://doi.org/10.11648/j.her.20220706.18},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20220706.18},
      abstract = {Human beings are a relational existence, and the order of relations between teachers and students is the reflection of subject-object philosophical concepts in educational life, and is the logical premise of "student-centered" education and teaching reform. The first nature of teacher-student relationship is interpersonal relationship, which not only has the commonality of general relationships, but also has its own particularity because of its unique position in the field of education and teaching. The regulations on the order of teacher-student relations directly restrict the effectiveness of educational and teaching activities. The traditional paradigm of teacher-student relationship order highlights "teacher-centeredness" or "child-centeredness", which places teachers and students in a one-way model of duality and opposition, which often breeds disadvantages such as confrontation, conflict, and hegemony. At present, under the background of "student-centered" education and teaching reform, due to the lack of effective balance between students' subjective status and teachers' rational authority, the teacher-student relationship order still has drawbacks such as one-way interaction, behavioral utilitarianism, emotional indifference, and inter-interpersonal antagonism. This study attempts to take the theory of intersubjectivity as the logical starting point and attempts to reconstruct a new paradigm of teacher-student relationship order with equality as the primary premise, understanding as the core connotation, dialogue as the path, respect as the fundamental guarantee, and empathy as the value implication, in order to provide guidance for the "student-centered" education and teaching reform in the new era of China.},
     year = {2022}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Reconstruct the Teacher-Student Relationship Based on Intersubjectivity Theory
    AU  - Fanqin Meng
    AU  - Ruiyi Wu
    Y1  - 2022/12/27
    PY  - 2022
    N1  - https://doi.org/10.11648/j.her.20220706.18
    DO  - 10.11648/j.her.20220706.18
    T2  - Higher Education Research
    JF  - Higher Education Research
    JO  - Higher Education Research
    SP  - 231
    EP  - 236
    PB  - Science Publishing Group
    SN  - 2578-935X
    UR  - https://doi.org/10.11648/j.her.20220706.18
    AB  - Human beings are a relational existence, and the order of relations between teachers and students is the reflection of subject-object philosophical concepts in educational life, and is the logical premise of "student-centered" education and teaching reform. The first nature of teacher-student relationship is interpersonal relationship, which not only has the commonality of general relationships, but also has its own particularity because of its unique position in the field of education and teaching. The regulations on the order of teacher-student relations directly restrict the effectiveness of educational and teaching activities. The traditional paradigm of teacher-student relationship order highlights "teacher-centeredness" or "child-centeredness", which places teachers and students in a one-way model of duality and opposition, which often breeds disadvantages such as confrontation, conflict, and hegemony. At present, under the background of "student-centered" education and teaching reform, due to the lack of effective balance between students' subjective status and teachers' rational authority, the teacher-student relationship order still has drawbacks such as one-way interaction, behavioral utilitarianism, emotional indifference, and inter-interpersonal antagonism. This study attempts to take the theory of intersubjectivity as the logical starting point and attempts to reconstruct a new paradigm of teacher-student relationship order with equality as the primary premise, understanding as the core connotation, dialogue as the path, respect as the fundamental guarantee, and empathy as the value implication, in order to provide guidance for the "student-centered" education and teaching reform in the new era of China.
    VL  - 7
    IS  - 6
    ER  - 

    Copy | Download

Author Information
  • School of Marxism, Guangxi University of Chinese Medicine, Nanning, China

  • Education Science College, Luoyang Normal University, Luoyang, China

  • Sections