Abstract: Modern education is intersubjective education, and intersubjectivity, that is, teacher-student interaction, is the essence of modern education. Modern education process is an inter-subjective activity process, and the two-way or multi-directional interaction between teachers and students is the key to modern education process. In theory, intersubjectivity is sufficient intersubjectivity, but in practice, intersubjectivity is insufficient intersubjectivity. The process from insufficient intersubjectivity to full intersubjectivity is the process of improving the scientificity and artistry of educational activities.

Keywords: modern education; Subjectivity; Intersubjectivity (a philosophical and aesthetic concept gradually emerging in the 20th century)

First, the exploration of subject education thought: from subject-oriented theory to dual-subject theory.

Education is a purposeful, planned and organized social practice to cultivate people, and teachers and students are the basic elements of educational activities. The status and relationship between teachers and students in the process of education has always been a major theoretical and practical issue in pedagogy. How to deal with the relationship between teachers and students in education, there are many different theoretical viewpoints and practical models in the history of education, among which the most influential viewpoints are mainly the following three:

The first is the traditional teacher-centered education model. This traditional educational model, represented by Herbart, unilaterally emphasizes the authority of teachers and ignores the initiative of students, which is not conducive to cultivating students' independent ability and creative spirit, and is becoming more and more backward with the development of society.

The second is the student-centered education model. Dewey's "Modern Education" school advocates this educational model from one extreme to the other, which unilaterally emphasizes students' initiative in learning, weakens teachers' role in inspiration and guidance, and ignores the indirect experience accumulated and summarized by human beings for a long time, which often makes students' learning fall into a spontaneous and blind exploration process and lags behind the development of the times.

The third is the viewpoint of "taking students as the main body and teachers as the leading factor". This is the mainstream view of many educational textbooks in China at present. The starting point of this "subject-oriented theory" is to give full play to students' subjective initiative and teachers' inspiring and guiding roles. Good wishes are understandable. However, due to the overlapping of the concepts of "subject" and "leading", when implementing the theoretical viewpoint model in the education process, there is often a tendency for one party to cover up the other, and even a tendency for one party to suppress the other. The most common thing is that this mode of view leads to a misunderstanding, which makes the teacher's "leading" role override the student's "subject" status, and the teacher always becomes the protagonist. This will inevitably make students subordinate to teachers at any time and anywhere, without really respecting students' subjective status.

Around the position, function and development goal of students in the education process, people have made new rational choices, which have been tested by many educators' educational practice and gradually formed the idea of subject education. The concept of subject education requires educators to establish a modern view of the essence of education, that is, education is a process in which students realize their self-development through their own physical and mental activities such as knowledge, emotion, will and behavior in the learning and living environment created by teachers, and it is also a special life process. Based on this new view of educational essence, the thought of subject education holds that in educational activities, teachers are the main body of educational behavior, and students are the main body of their own life, study and development; The process of modern education is the process of cooperation between teachers and students. Its core goal is to cultivate and develop students' subjectivity, and the key to achieve this core goal is to truly establish a new type of teacher-student relationship of equality, democracy and mutual respect. "Double subjectivity theory" is the basic viewpoint of subjectivity education thought, and the educational activity mode of "teachers' inspiration and guidance, students' subjective participation and equal interaction between teachers and students" is the basic mode of subjectivity education thought.

Second, the development of subjectivity education thought: from subjectivity to intersubjectivity

Philosophy is the forerunner of humanities and social sciences. The change and development of philosophical thought is reflected in the humanities and social sciences, which will inevitably affect and promote the change and development of the humanities and social sciences. As one of the humanities and social sciences, pedagogy is bound to be the same. With the turn of philosophical subjectivity, subjectivity education thought has also moved from subjectivity to intersubjectivity.

First of all, review the historical evolution of philosophical subjectivity. Since ancient times, philosophy has experienced a historical process from former subjectivity to subjectivity and then to intersubjectivity. Ancient philosophy is ontological philosophy and belongs to pre-subjective philosophy. Modern philosophy is an epistemological philosophy based on the dichotomy of subject and object, which belongs to subjective philosophy. Subjective philosophy is the product of the development of modern society. With the development of the times, the historical limitations of subjectivity philosophy have become increasingly prominent: first, subjectivity philosophy based on the dichotomy of subject and object cannot solve the problem of human existence essence. Subjective philosophy defines human existence as the conquest and construction of the object by the subject, which leads to solipsism and anthropocentrism, and then leads to global problems such as population expansion, resource shortage and ecological deterioration. Second, as a subjective philosophy, epistemological philosophy is limited to epistemology and only pays attention to the relationship between subject and object, ignoring ontology and the more essential aspect of existence-the relationship between subjects. Therefore, people sublated the subjective philosophy and established the intersubjectivity philosophy under modern conditions. Modern philosophy is intersubjective philosophy. Existence is regarded as the existence between subjects, and isolated individual subjects become interactive subjects. Intersubjectivity philosophy came into being because of the needs of the times and adapted to the development of modern society.

The significance of intersubjectivity is analyzed as follows. Intersubjectivity, that is, intersubjectivity, is an interactive relationship between subjects. Intersubjectivity is not anti-subjectivity, not absolute negation of subjectivity, but sublation of subjectivity. Intersubjectivity has the significance of philosophical ontology and methodology. Intersubjectivity first involves the essence of human existence. Existence is not the conquest and construction of the object by the subject based on the dichotomy of subject and object, but the interaction between self-subject and object-subject. Intersubjectivity also involves the relationship between self and others, individual and society. Intersubjectivity does not regard self as an atomic individual, but coexists with other subjects. Intersubjectivity is intersubjectivity, which is the coexistence relationship between subjects.

The intersubjectivity theory of philosophy permeates the theory of subject education, and subject education will inevitably develop into intersubjectivity education. From subjectivity education to intersubjectivity education, it is not a simple transplant of philosophical concepts, but a natural development of subjectivity education thought. From "centralism" to "subject-oriented", from "double subjectivity" to "intersubjectivity", subjective education thought has experienced a dialectical development process of negation and negation. Among them, the "double-subject theory" is not only the intermediary of this dialectical development process, but also the key to this dialectical development. From "double subject" to "interactive subject" and from "interactive subject" to "intersubjectivity", "subjectivity education" naturally develops into "intersubjectivity education"

The emergence and development of the concept of intersubjective sex education has important theoretical and practical significance.

First of all, the theory of intersubjective sex education has deepened people's understanding of the essence and process of education. The theory of intersubjectivity education holds that modern education is intersubjectivity education, and intersubjectivity, that is, teacher-student interaction, is the essence of modern education. The process of modern education is the process of inter-subjective sexual activities, and the two-way or multi-directional interaction between teachers and students is the key to the process of modern education. The traditional school of education focuses on teachers' educational behavior, while the "modern education" school focuses on students' learning life, both of which are biased. The theory of intersubjective sex education pays attention to the interaction between teachers and students. A deep understanding of the interaction between teachers and students will also profoundly understand the essence of education; Accurately grasping the interaction between teachers and students will also accurately grasp the process of educational activities.

Secondly, the theory of intersubjective sex education can better guide educators' educational practice. Educational activities are both scientific activities and artistic activities. It is the expectation of every educator to continuously improve the scientificity and artistry of educational activities. Because teacher-student interaction is the essence of educational activities, accurately understanding and grasping teacher-student interaction has become the key to the success of educational activities, and it is also the main task shared by all teachers and students.

It should be noted that theoretical intersubjectivity is ideal intersubjectivity, and ideal intersubjectivity is complete intersubjectivity; Intersubjectivity in practice is intersubjectivity in reality, and intersubjectivity in reality is insufficient intersubjectivity. Because the intersubjectivity of reality is influenced by many factors, especially the individual differences of students, it is dynamic and uncertain. The process from insufficient intersubjectivity to full intersubjectivity is the process of improving the scientificity and artistry of educational activities. Only when all theoretical educators and practical educators make joint efforts to analyze and study the interaction between teachers and students in detail, refine and even quantify it, so as to accurately grasp the interaction between teachers and students, can the scientific and artistic nature of educational activities be continuously improved, and then the quality and development of education can be continuously improved.

References:

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[2] Yang. Literary theory: from subjectivity to intersubjectivity [J]. Xinhua Abstract, 2002, (5)