It regards the master of knowledge as its sole objective and ignores the vitality of teacher and student ; it pursues unified requirements and ignores students " differences and potential development ; it emphasizes linear and static control and ignores dynamics and synthetic aspects of teaching ; it stresses one - way subject - object structure and ignores subjects " multipole interaction , social interaction , two - way structure and dual conformity in subject - object - subject structure in educational communication 它以知識的掌握作為教育的唯一追求,忽視教師、學生的生命性;追求統(tǒng)一要求,忽視學生的差異性、潛在發(fā)展性;強調(diào)線性的、靜態(tài)的控制,忽視動態(tài)的非線性的動態(tài)生成性和綜合滲透性;強調(diào)單向度的主體一客體,忽視教育交往中主體?客體?主體結構中主體的多極性、社會交往性以及雙向建構和雙重整合性。