The Elemental Correspondence of the Teaching-Learning Concept from an Ontological Perspective

The genuine learning is an extremely peculiar taking, taking knowledge, taking new knowledge, researching. Teaching therefore is to instruct, to let the others to learn, to bring one another to learning, thereby promoting learning and researching. When teacher A teaches student B, the trinity of teacher A [learning, teaching, researching] and student B [learning, teaching, researching] which consist of 6 elements, form a dynamic correspondence based on teaching freedom/learning freedom, which is the ideal state pursued by "teaching-learning". The continuous questioning of the fundamental education concept of "teaching -learning" reveals flaws of "student-centeredness", and excessive emphasis on this concept may hinder innovation in the higher education system. Heidegger's teaching-learning philosophy is interconnected with his views on the essence of truth and ontological analysis. The novel-interpretation of Heidegger's teaching-learning Philosophy points out multiple new directions for educational concept reform, comprehensive education reform, and promoting the emerging of creative talents. The mechanisms of student mobility, teacher mobility, and the promotion of efficient corresponding of "teaching" "learning" "researching" behind them are the core characteristics of the world's scientific center and a distinctive symbol of education power of a country.