The so-called subjectivity is the stipulation that people are the main body. Its essential connotation includes autonomy, initiative and creativity (transcendence). Autonomy means that a person's thoughts and actions are not influenced by external forces or reasons beyond his control, and he can form his own plans and goals through independent rational reflection and make choices freely. Then a person is autonomous in the social sense. Dearden, a British scholar, summed up three characteristics of autonomy in the article "Independent Intelligence Education": ① making judgments independently; (2) the tendency of critical reflection on these judgments; ③ According to these independent reflections, judge the tendency to integrate beliefs and behaviors.

"Subjectivity" is widely used in education, usually called "subjectivity education", which contains three meanings: "subjectivity education, the subjectivity of education and the principles of subjectivity education". Subjective education means that education is an activity to construct the subjectivity of the educated; The subjectivity of education means that education has subjectivity in the process of realizing subjectivity construction, which is the integration of macro-education subjectivity and micro-education subjectivity. (Huang Wei: On Subjective Education) The principle of subjective education refers to "adhering to the principles of noumenon, value and practicality in the process of education." (ditto) Cultivating people as the main body of social and historical activities is the highest goal of education and the highest value pursued by education.

Second, the current lack of subjectivity in early childhood education

Some experts suggested that human subjectivity should go through three stages: group subjectivity, individual subjectivity and quasi-subjectivity. Western capitalist countries have reached the peak of individual subjectivity, and even developed into possessive individual subjectivity, which has caused environmental damage to human society, so people call for the formation of quasi-subjectivity. However, due to thousands of years of feudal traditional culture in China, the individual subject is not revealed at all, so it is not surprising that there is a lack of subjectivity in early childhood education.

(A) the lack of children's subjectivity

Psychological research shows that subjective development is the core and foundation of people's all-round development. Early childhood is the basic stage of human physiological and psychological development, so it is very important to play and develop children's subjectivity. However, it is not uncommon for kindergarten children to lack autonomy, initiative and creativity in words and deeds. For example, children wait for teachers to assign roles in game activities; In learning activities, children seriously think and express according to the teacher's intention; Even in life activities, children show a passive state, and even activities such as drinking water and urinating must be allowed by the teacher; Wait a minute. This behavior of children reflects the lack of children's subjectivity, which is an important content of quality education advocated today.

Analysis of the reasons for the lack of children's subjectivity mainly stems from the inadaptability of teacher-child interaction. The so-called interaction refers to the interaction or influence between two subjects. Theoretically speaking, teachers and children are the subjects of teacher-child interaction respectively; But in practice, teachers are often in an active position, while children are in a passive position. The research of Liu Jingbo, a doctoral student in South Normal University, shows that the proportion of teacher-initiated interaction is much larger than that of children, accounting for 3/4 and 1/4 respectively. Interactive content is characterized by the obvious combination of upward interaction and downward interaction. The so-called upward interaction. It refers to the request or consultation, display, report, help and guidance from "down" to "up", and most of the teacher-child interactions initiated by children are like this; Downward interaction refers to the requirements, instructions, reminders, constraints, help, guidance and care of "up" and "down". Most teacher-child interactions initiated by teachers are like this. It can be seen that at present, the content of teacher-child interaction obviously shows the characteristics of emphasizing rules, asking more questions and less emotional communication. Teachers pay too much attention to children's behavior problems. In the interaction between teachers and children, teachers mostly maintain rules and deal with inappropriate problems. In this kind of interaction, teachers and children lack active and effective emotional communication. There is a concept called "role engulfment" in social labeling theory, which means that in some cases, a social role stands out from the individual's role set, and at the same time it will inevitably reduce the importance of all other roles. There should be a series of stable corresponding relationships in the interaction between teachers and children, such as the relationship between educators and educatees, and the relationship between instructors and instructed people. However, the teacher's controller role is too strong, that is, the quality of the corresponding roles of controller and follower in teacher-child interaction is strengthened, which will inevitably dilute other corresponding teacher-child roles, thus leading to the coverage of children's subjectivity.

In addition, the lack of subjectivity of children is also related to the recognition of children's roles by parents and society. Because people often look at children from an adult perspective, replace children with adult thinking, demand children with adult standards, and ignore or even contain children's subjectivity, which is a kind of "collective unconsciousness". As early as decades ago, Einstein warned that "... managing students with intimidation, pressure and authority is the worst thing." It destroys students' deep feelings and self-confidence, and it develops students' docile character. "

(B) the lack of teachers' subjectivity

Marx said: "A person's development depends on the development of all other people he contacts directly and indirectly." Practice has proved that constructing and exerting teachers' subjectivity is the premise of exerting children's subjectivity. Only by fully constructing and giving play to teachers' subjectivity can teachers experience the happiness of autonomy and creation in teaching, cherish their subjective position and return the rights of autonomy and creation to children, that is, give play to and cultivate children's autonomy. However, the lack of teachers' subjectivity is also a difficult problem that puzzles the current preschool education community. Specifically, some teachers abide by the rules and regulations, carry out the managers' intentions without personal thinking, and passively adapt and apply the inherent curriculum model, curriculum schedule and educational strategies of kindergartens. In the long run, teachers' passive and conservative way of thinking will become a habit, which will have a far-reaching impact on the interaction between teachers and children.

There are many reasons for the lack of teachers' subjectivity, which can be roughly divided into two aspects: one is the social and cultural background, and the other is the internal management mechanism. The accumulation of China's 5,000-year-old culture has created many fine traditions of the Chinese nation, but also left some dross of feudal culture. It takes a long time to eliminate the influence of these dross on education. For example, for a long time, China has placed education in an instrumental position, neglected people's self-worth, and paid attention to "teacher-centered" in the education process. Although people's ideas are constantly changing in recent years, it is difficult to really implement the change from ideas to behaviors. For another example, although successive governments have taken measures to attach importance to education, due to financial and institutional reasons, it is difficult to really pay enough attention to education. In recent years, preschool education has been impacted by the tide of market economy, and the quality of preschool education has obviously declined (from 1996 to 200 1, the number of preschool children in China has dropped by 6.9 million! )。 In addition, people's expectations of preschool education are not consistent with the value of preschool education, which has also become the resistance of preschool teachers' subjectivity. As far as the internal management mechanism is concerned, there are two main factors that affect teachers' subjectivity: 1. The management is too detailed and the system is too harsh. Because of the particularity of the task and object of preschool education, we must adhere to the principle of paying equal attention to education. Its institutional functions and educational contents are not exactly the same as those of primary and secondary schools. The children need careful and thoughtful care from the staff. Kindergarten's safety responsibility is far greater than that of primary and secondary schools, so attention should be paid to details and care should be reflected in management. However, too subtle supervision and too demanding system will add a lot of time and energy burden to teachers, so teachers can't think positively and dare not be flexible easily. To paraphrase Locke, it is: "Form slave's character with slave's discipline!" This somewhat harsh famous saying can be used as a warning for kindergarten management. 2. Serious formalism. Because of the tedious work in kindergartens, the process of internal inspection or superior inspection often becomes an opportunity for some kindergartens to write superficial articles. The outstanding performance is that teachers spend a lot of time writing useful and useless accounts, which in turn strengthens teachers' thinking and behavior patterns of passively doing things according to their superiors' intentions. In addition, children's indifference and rigidity in activities will in turn induce teachers to give up their initiative and creativity in the educational process.

Thirdly, the way to realize subjectivity in early childhood education.

The construction and exertion of subjectivity in early childhood education contains three meanings: the subjectivity of early childhood education, that is, early childhood education is the process of constructing early childhood subjectivity; The subjectivity of early childhood education, that is, the subjectivity of early childhood education in the process of constructing early childhood subjectivity; The principle of subjectivity in preschool education is to adhere to the principles of noumenon, value and practicality in the process of preschool education. The subjectivity of early childhood education is reflected in two aspects: ① children show autonomy, initiative and creativity in the learning process; ② Teachers show autonomy, initiative and creativity in the process of education. It is not easy to realize subjectivity in early childhood education. It is a complex system engineering, which requires the joint efforts of managers (decision makers), teachers, parents, researchers, trainers and other social members.

First of all, managers (decision makers), researchers and trainers should cooperate with teachers to form an educational philosophy system and constantly interact with parents and other members of society. George? f？ Naylor said: "The problem of education is ultimately the problem of philosophy itself." Philosophical issues are issues of historical views and values. The educational ideas of pre-school education-related personnel can be different, but there should be a fundamental consensus that education is about "people", that is, educators and educatees are equal in personality, and they maintain their independence and equality in the communication community, influencing and infiltrating each other in interaction, forming "interactive subjectivity".

Secondly, under the guidance of educational ideas, we should strive to achieve subjectivity in early childhood education.

1, managers (decision makers) adhere to the principle of "serving the development of people", grasp the direction for the development of early childhood education, make plans, supervise and constantly improve themselves in practice. In other words, managers (decision-makers) mostly create a suitable environment for the development of educational subjectivity, such as attaching importance to human values, establishing team spirit, concentrating group wisdom, and establishing forward-looking development goals. Managers should "grasp the big and let go of the small", fully trust teachers, give them creative working space, and affirm and encourage their creativity.

2. Teachers are the core strength of practical education. Early childhood education should take children's "happiness" in kindergarten as the index, integrate children's experience as the content, respect children's personality and rights, respect children's physical and mental development laws and learning characteristics (the guiding outline of kindergarten education (Trial)) as the principle, and take games as the basic form of activities to promote children's healthy and harmonious development. Teachers are the guardians of "free spirit and independent personality". They should try their best to create a good interaction environment between teachers and students, so that children can actively use their brains, hands and mouths to creatively integrate their existing experiences and become "masters of learning".

On this basis, we call on the relevant departments to gradually restore the true nature of education, maintain its relative independence, give corresponding policy support to early childhood education, and do not easily merge, reorganize, downsize or reduce costs; And "what kind of kindergarten is a good kindergarten" is guided by public opinion, thus following the development law of early childhood education, embodying the subjectivity in early childhood education and realizing the value of early childhood education itself.