Author(s)

Dingzhou Zhao

Cavite State University, Indang, Philippines.

In physical education activities, the quality of communication between teachers and students directly affects the effectiveness of physical education on campus, the reasonable comprehension of knowledge and skills, and the cultivation of students’ moral character. The old norm prevailing in Chinese campus physical education is that teachers lack effective communication with each other and students “passively accept”; the physical education classroom is confined to the traditional “indoctrination theory” and operational skills, and is subject to one-way indoctrination and lack of interactive classroom. The formalism in communication is hostage to the teacher’s authority, and students’ psychological and non-verbal classroom communication is often neglected. Based on the perspective of Habermas’s (2001) interaction theory, the study explores the effective path to optimizing the teacher-student relationship: reconstructing the concept of interactive subjectivity, focusing on effectiveinteraction between teachers and students, rethinking the value of teaching interaction, reconstructing the evaluation of teacher-student interaction, and giving more attention to teaching interaction to realize the rational return of teaching interaction. The ideal state of the physical education classroom teaching interaction paradigm should start analyzing the relationship between the interaction subjects, namely teachers and students.

Teacher-Student Interaction, Physical Education Activities, Practical Confusion, Logical Progression

Zhao, D. (2022) Teacher-Student Relationships in Physical Education Activities in the Context of Inter-Subjectivity. Advances in Physical Education, 12, 332-348. doi: 10.4236/ape.2022.124025.