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A teaching mode refers to the relatively stable frameworks and procedures for teaching activities established under certain teaching ideas or theories. The current college teaching is facing new challenge of “enriching connotation, expanding denotation, improving efficiency”, so it is urgent to reform the traditional teaching mode. Intersubjectivity provides a new perspective for reforming the college teaching mode, especially for teaching of college freshmen. With the analysis of intersubjective education characteristics, explanation of the profound connotation of “enlightening” in the ancient Chinese education thought “I do not open up the truth to one who is not eager to get knowledge, nor help out any one who is not anxious to explain himself”, this paper explores to establish the “enlightening points” teaching mode for college freshmen from the perspective of intersubjectivity with the basic idea of “emphasizing beginning, enlightening learning”. It’s the Basis of the “Enlightening Points” Teaching Mode to Understand Contemporary College Freshmen The current college freshmen are born after 1990s and known as the “post 90s”. They have two characteristics: One is the normal characteristics of students of this age after China’s reforming and opening up for over 30 years. Firstly, they are between children and adults in physiology and psychology, and do not form their world outlooks, views on life and values; Secondly, they live in the “half-society” between family and society, in which they live independently with controlling power and self-restraint morality instead of family education; Thirdly, the education mode transforms from the passive acceptance in secondary school into self initiative acceptance in college, and the self-study ability becomes an important factor in enhance of performance and competence. The other is the characteristics of the times of the “post 90s”. Firstly, they are more rational. Moreover, they are more pragmatic, open and calm, more practical and flexible in choosing a job, and more grim and sober in mentality, and they pay more attention to rules of action and abilities when given a chance; Secondly, they are more humanistic, in other words, they are more human-oriented in views of values and strongly request democracy; Thirdly, they are more individual. They transmit social culture in flexible and various forms, and expand individuality from such personal life areas as clothing and hairstyle into the social life as participation and expression; Fourthly, they are more practical, they speak highly of living at present and prefer to get more qualifications rather than read more philosophy books; Fifthly, they are more recreational. They regard entertainment as a basic lifestyle from the beginning and often lead social entertainment trend; Sixthly, they are of more informationization. They can’t get through without mobile phones and computers, to which they “outsource” their brains. They acquire information and knowledge mostly from the network outside lessons, “searching” becoming an indispensable way of life for them. In conclusion, the reform of teaching mode for contemporary college freshmen should be more targeted, more significant and respect for students’ individuality more. The “Enlightening Points” Teaching Mode is Based on the Philosophical View of Intersubjectivity and the Educational Concept of “I do not Open Up the Truth to One Who is 2nd International Conference on Science and Social Research (ICSSR 2013) © 2013. The authors Published by Atlantis Press 646 not Eager to Get Knowledge, nor Help Out Any One Who is not Anxious to Explain Himself” By American educator, B. Joyce’s Teaching Mode, a teaching mode is the reflection of teaching theories or teaching thoughts, it specifies teaching behavior under certain theories. Different teaching modes are put forward under different education views, so does the “enlightening points” teaching mode. Firstly, intersubjectivity is the philosophical theory of the “enlightening points” teaching mode. Intersubjectivity was first proposed by Husserl, a German philosopher, in the 20th century. It researches or rules how one subject interworks with another whole operating subject. Along with the emergence of intersubjectivity, social science appears a major turn in epistemology from the emphasis on subjectivity and relationship between “subject-object” into relationship between the subject and subject. On the other hand, the epistemology of intersubjectivity also changed its basic philosophical connotation of “existence”, which considers the “existence” as the co-existence between different subjects. With the assimilation of intersubjectivity in philosophy into subject education, the subjective education will inevitably work up to intersubjectivity education. It’s not a simple transplant of philosophical concepts but a natural development of the subject education that the subjectivity education evolves into intersubjectivity education. The subjectivity education theory has experienced a dialectical development of negation of negation from “center theory” to “subject-guide theory” and from “double subjects theory” to “intersubjectivity theory”, among which, the “double subjects theory” is the transition of the dialectical development process as well as the key stage of the process. From the “double subjects” to “interactive subject”, “interactive subjectivity” to “intersubjectivity”, the “subjectivity education” has naturally developed into “intersubjectivity education”, which is the starting point of the concept “emphasizing beginning, enlightening learning” of the “enlightening points” teaching mode. Besides, the “enlightening points” teaching mode roots its theoretical guidance in the concept of “I do not open up the truth to one who is not eager to get knowledge, nor help out any one who is not anxious to explain himself”, which comes from “I do not open up the truth to one who is not eager to get knowledge, nor help out any one who is not anxious to explain himself. When I have presented one corner of a subject to any one, and he cannot from it learn the other three, I do not repeat my lesson.” of the Analects of Confucius. That’s to say, a teacher should not teach students until they are still confused after trying hard to understand the questions, not enlighten them unless they understand but have difficulty to express themselves, and not continue to teach if they can’t draw inferences about other cases from one instance. “Anxiety” is one ambivalent state that students are thinking questions positively but can’t get it straight yet. At this time, the teacher should guide their way of thinking to help them open their mind, which is the “enlightening”. “Be at a loss for words” is another ambivalent state that students are in difficult to express themselves without mature thought after thinking about a question for a period of time. It is the time for teachers to help them clarify ideas and essence of things and then express themselves with accurate words, which is the “sending”. This concept just can facilitate most freshmen to break the bottleneck in the transition from accepted teaching to the autonomous teaching and it is also the focus of the concept “emphasizing beginning, enlightening learning” of the “enlightening points” teaching mode. To Achieve a Win-win Relationship for Teacher and Student Constitute the Teaching Objective of the “Enlightening Points” Teaching Mode Any teaching mode points to and achieves a certain teaching objective which is the core of a teaching mode structure and places restrictions on other factors of the teaching mode. As the standard and measure of teaching evaluation, teaching objective decides the operating procedures of teaching mode and relationship between teachers and students in teaching activities. It is the strong inner unity of teaching mode and teaching objective that determines characteristics of different teaching modes, which serve for certain teaching objectives. The teaching objective of the “enlightening points” teaching mode is to build an intersubjective relationship between teacher and

An Initial Study on the �Enlightening Points� Teaching Mode for College Freshmen from Intersubjectivity Perspective