Understand Students' Philosophical Reflection And Instructional Design Enlightenment From The Perspective Of The Other

The phenomenon of knowledge possession in instruction has attracted more and more attention.This phenomenon gives teachers a hegemonic position,which makes the students' subjectivity concealed in teaching.The instruction fall in the solidified state of carrying out predetermined procedures.Only by introspecting from the philosophical level can we find out the fundamental reason why students' subjectivity is hidden,and then put forward the enlightenment to relieve this phenomenon.Most of the existing studies still remain in the perspective of "intersubjectivity" on the basis of ontology.On the contrary,in the field of modern philosophy,there has been a trend of"decentralization" of differentiated ideas for nearly half a century.How to respond to the "the other who will never be me" has become a focus topic.The other has also become an overlapping field of denomination and mutually purging.Husserl,Heidegger,Martin Buber,Sartre and Levinas have all thought and elaborated,among which Levinas' exposition is more noticeable.Levinas reflected on the "identity" tradition of "Totality" in the modern western philosophical tradition:whether it is the position of subject and object or the existentialist position,he regards self as the source and center of all consciousness,and identifies self as the basis of "the same" and controls everything.This kind of thinking obscures the difference and pluralism.Levinas put forward the concepts of "the face of the other","encounter" and "saying" to resist the philosophical tradition of assimilating the other into "the same".He used "alterity" to transcend "totality",used "ethics" to transcend "existence".We can draw ideological nourishment from the philosophy of the other represented by Levinas,inquire into the phenomenon of possession and repression in teaching,and analyze the instructional misunderstanding caused by the obscurity of students' subjectivity.Based on this,this dissertation tries to reconsider and reconstruct students' subjectivity from the standpoint of other philosophy,establish a philosophical approach to truly understand students,and put forward enlightenment and suggestions for teaching practice.Based on the theory of philosophy of the other,this dissertation confirms that there is a kind of otherness in the deeper level of subjectivity.The otherness of the other refuses the domestication of the subjectivity,thus giving the ego an ethical responsibility:to listen to the call of the other,rather than to integrate the other into the totality of existence.This dissertation analyses the topic of "understanding students”in teaching from three aspects of ontology,epistemology and methodology,and puts forward some enlightening thoughts on the reconstruction of teaching design concept based on the results of the analysis.The main content of this dissertation includes four parts.The first part analyses Husserl's and Heidegger's viewpoints on the essence of the existence of the other,analyses Martin Buber's viewpoints on the other of relational ontology,and confirms Levinas' transcendence of the subjectivity of the other of ontology in the sense of"ethics".At the same time,the ontology of understanding is analyzed.The second part analyses the epistemological significance of understanding the other.On the basis of revealing the historical,linguistic,reflective and other characteristics of understanding others,this paper expounds and clarifies the epistemological significance of understanding students.It is pointed out that understanding students is "opening oneself and facing others","encountering and communicating in the life world","closeness and listening","creating meaning of instruction" and "unity of teachers' self-understanding and understanding others".The third part analyses the understanding of students' topics from the methodological level.It points out the methodological path of understanding the other:"substitution the life world of the other","facing the other in the encounter","dispelling the anonymity","establishing the relationship of love and responsibility".Teachers' methodologies of understanding students are put forward,which include:establishing an ethical attitude of respecting students,presenting and revising prejudices,capturing native and heterogeneous expressions,constructing communicative communities,and maintaining self-reflection on understanding.The fourth part is based on the above philosophical thinking,from the subjectivity of teacher and student,instructional content,learners analysis,instructional process and other aspects of instructional design concept reconstruction inspiration.