Education is referred to as the activities to cultivate people, and teaching is a process for the implementation of educational values by the promotion and development of individuals. The complexity of teaching activities has always been conceiving a rich value world. However, the current situation seems not optimistic, and the loss of teaching\'s value is very popular among all kinds of instructional processes. What is the value of teaching? Why has it been Lost? How to carry out its possibilities? Pursuing the value of teaching means seeking for the significance of teaching\'s existence, and so as to construction for ideal teaching. Thus, this dissertation consists of three parts (five chapters), it tries to discuss the losses of teaching value and their reasons, to introduce the connotation and theoretical foundation for the value of teaching, and at last to give a possible way for the generating of teaching value.Based on the description and analysis for the loss of teaching value, the first part (Chapter I) has proposed some ideas for the reconstruction of teaching. Viewing from some life activities in campus and classroom, it is not difficult for us to find a variety of teaching crisis such as the aberrancy of the meaning of schools as "spiritual homes", the losing of ethics, wisdoms and individual spirits during teaching processes, as well as some other issues, all of which are related to our understanding for the teaching activities. For a long time, teaching, in essence, has been regarded as a kind of cognitive activity, and the transferring and acquiring of knowledge has always been viewed as the most important and only goal during teaching processes, the purpose of teaching is just to cultivate the so-called prepared "knowledge persons", who are those lack of meaning themselves, and the "knowledge" they possessed has specific boundaries. Guided from the target of "knowledge persons", the teaching processes have been characterized as technical and intellectualism, by which some teaching activities and the value of knowledge itself have not been achieved. All in all, the losing value of teaching is actually the neglecting of the survival and developmental significance of individuals. Therefore, this dissertation argues that the strategies for improving teaching should be followed from the perspective of value concern, which contains ultimate concern and reality concern. The value concern during teaching processes suggests that teaching should be focused on both the "being a person" and "learning to be" , which emphasizes the promotion of the creating and development of individual as well as the attention to the good life of human being.The second part (Chapter II) cast importance to the discussion of the theoretical foundations for the existence of teaching value, and the clarifying of the formative mechanism for the teaching value. Viewed on the analysis and understanding of the concept of teaching, teaching that contains rich meaning on value should exist as a potential world of value. Value is about the pursuing of meaning and the achieving to the potential in that the existing mode unique to human beings and its transcending over other beings suggests that we pursue the meaning and the achievement of values among ourselves. The ultimate value of teaching is the value of individual, whose inevitability of achievement has been elaborated among the Marxism on the comprehensive development of the human being, the philosophy of existence as well as some pertaining theories on Anthropologismus. Teaching in the promotion of human development and the planning for the meaning of life can also generate the process value of teaching, which is the basic for the ultimate value as well as the focus of this research. Whitehead\'s philosophy of the process can provide important theoretical references for the generating of process value, whose practical path can also be demonstrated by the features of teaching activities. However, only when the teaching is in a realistic condition of living, can the value of teaching be achieved because in any case, the value of teaching is based on the needs of survival and development for human being, the whole meaning of human being should be returned to life. And teaching should to be returned to not only realistic life, but also be asked to create continually the "possible life" so as to seek for the good life.A practical generating path as well as some strategies for its achievement was brought forward in the Part III (chapters III, IV and V) from the perspectives of teaching resources, teaching processes and teachers respectively. The teaching resources, which itself is a rich value resources, is the prerequisite for the generating of teaching value, thus, this dissertation focuses on the analyzing of some important teaching resources such as the curriculum, the instructional intercourses, as well as the hidden curriculum and on their unique value influences. As the focus of teaching, curriculum itself contains a large number of value factors, which help students acquire some basic values needed to lead to good life, to form some core views of value, and to develop some capabilities for selecting proper values; the teaching intercourses is the teaching value resourcesTV generated in the interactive activities, during which the value can be understood, shared and identified; Existing in its unique mode, the hidden curriculum can exert some subtle value influences and perform the integration of values. Classroom teaching is a process for the generation and the achievement of teaching values. Teaching is usually conducted by the medium of knowledge, while acquiring the significance of knowledge is the prerequisite for the achievement of teaching value. There are some advantages for the individual to encounter knowledge, and relate knowledge to the meaning of human being during classroom teaching. To achieve the meaning of knowledge teaching, it should not be limited to some simple delivering and gasping of knowledge, and the generating for subject meaning, the transforming of knowledge to wisdom and virtue must be emphasized. Therefore, this dissertation suggests that the meaning standard for the knowledge learning should be identified, the roles of individual experiences should be focused, and the ecological classroom as well as its constructing should be paid close attention to in that teaching value may not be achieved without our attention to the meaning of life and the condition of survival. As a practical teaching spirit and an ideal teaching mode during teaching, can dialogue not only facilitate the constructing and sharing of values, but also generate the subject meaning. As an important value resource, teacher guides the generating of value for the teaching process. The role of "the important other party" gives the teacher some unique professional and moral responsibilities, which require the teacher to process specific value position in order to be guides for the values. Using teaching wisdom, the professional responsibilities help teacher lead the values negotiation, the values selection and values construction for students; the moral responsibilities is to guide the value. There is a symbiotic relationship between teacher\'s virtues and the educational happiness, and as an ideal image of teachers, Virtue teachers are the creators of educational happiness and the guides to good life.