Space Theory Of Deep Teaching

The limitation of our own perception leads to the perspective of perceptual experience,which limits our understanding of something to a specific perspective.We need to understand the world with the help of the rational synthesis of consciousness.Therefore,we set up a single and absolute free entity,which is the origin of the object thinking.Under the control of object thinking,the "human" in teaching activities is objectified,the consciousness is subjective,the teaching space is background,and the teaching activities fall into the shallow teaching dilemma of simplification,linearization and "Ignore life".Since the 20 th century,philosophy,physiology,psychology,cognitive science and other disciplines have gradually been realized the limitations of object thinking,and the phenomenality of the body began to be paid attention,especially the research of Merleau Ponty’s spatial phenomenology,which has pulled the body back from the objective world to the perceived world,and the pedagogy mainly based on philosophy and psychology has also begun to criticize the object thinking in teaching.Teaching activities gradually return to the phenomenal world from the objective world.In this process,the phenomenalization of the body is the key link.The turning of teaching space starts from the phenomenalization of the body.Through the materialization of the phenomenal body and space,the teaching space of "original synthesis" is restored,which is a phenomenal space of existentialism.Looking back on the evolution of space thought and teaching thought,we find that there is an internal relationship between them,which is from "objective thinking" to "phenomenal thinking".From the dichotomy of subject and object to the "original synthesis of subject and object" of phenomenology,space thought not only reveals a unified "body" of subject and object,but also reveals a "body" world integrated with the original "body".The movement in this "body" world has also become a "body" movement.The evolution of teaching thought also shows a trend from focusing on objective goals to paying more attention to the realization of human meaning and teaching situation,and teaching activities also pay more attention to the meaning of human life.Phenomenology is a theory that pays attention to the "phenomenal world",and teaching activities are activities that take place in the "phenomenal world".The research of teaching activities with phenomenological theory has its inherent consistency.The "depth" of "depth teaching" is not the depth of knowledge,nor the depth of "teaching function",but a kind of "depth" in the sense of phenomenology.In order to better understand "depth teaching",we need to introduce the theory of spatial phenomenology.Using the related concepts and theories of "phenomenal body","physical space" and "phenomenal space" in the theory of space phenomenology,this paper makes phenomenological reduction,explanation and reconstruction of "subject" and "activity" in depth teaching in turn,and probes into the characteristics of "individuation","experience" and "significance" in depth teaching.From the perspective of spatial phenomenology,we find that the main body of deep teaching is "phenomenal body",teaching activities are embodied experience,teaching space is "phenomenal space",and "depth" of deep teaching is phenomenal depth,so we interpret deep teaching as the embodied experience of "phenomenal body" in "phenomenal space".In a word,deep teaching is the activity of experiencing life,pursuing meaning and developing self in the teaching space for the subject(body)with life and body in one.It is personalized,experiential and meaningful teaching.From shallow teaching to deep teaching,it is from "object depth" to "phenomenon depth",and also from "object space" to "phenomenon space".Through the phenomenological reduction of teaching space,we reveal the "deep" phenomenal logic of deep teaching,and find that deep teaching space must be phenomenal space.Only in phenomenal space,deep teaching can realize its "depth".When we reveal the phenomenal logic of deep teaching space,we usually adopt the way of double negation and double affirmation to surpass the traditional dualistic view of space,which seems to be unable to explain clearly what kind of "existence" is in deep teaching space,so we go deep into ontology to explore and find that the ontological basis of deep teaching space is phenomenological ontology The core principle is the mutual internality of existence and nihility.On the basis of the "theory of elements" of the Ionian school and the "theory of body" of Merleau Ponty,we describe the ontological basis of deep teaching space as "metabody theory".On the basis of "metabody theory",we interpret the deep teaching space as the original interaction of teachers and students’ self transcendence,the image interweaving of personal experience and the situation synthesis of meaning pursuit,and reveal the fundamental attribute of its original nature,its basic form,basic type and boundary.It needs to be emphasized that according to different dimensions,we can divide the deep teaching space into different types,but we do not want to divide the deep teaching space into the external subspaces of each part,but describe the deep teaching space according to different characteristics.The deep teaching space is not the enumeration of several limited space forms,nor the upper concept of unlimited extension.Such expansion has gone beyond the scope of "deep teaching".We can only use "unlimited" to explain the boundary of deep teaching space.The deep teaching space is mainly composed of body,intention domain,situation,artistic conception and other elements.The body element is the core element of the deep teaching space,which is determined by the original nature of the deep teaching space.The intention domain,situation and artistic conception are the extension elements related to the body,the intention domain refers to self transcendence,the situation refers to physical experience,and the artistic conception refers to meaning pursuit.The deep teaching space is a self-organizing system composed of individual space,interactive space,experience space and meaning space.These subspaces are not isolated,but originally intertwined.Their interaction is also nonlinear.The evolution and movement of deep teaching space follow the mechanism of cooperative dynamics and hypercycle histology.The most basic feature of deep teaching space is situational nature,which contains specific practical,situational mobility,physical field and interactive implication.The core characteristics of deep teaching are individuation,experience and significance,so the realization of individuation,experience and significance in deep teaching space is an important issue for us to think about.To realize individuation in the deep teaching space is to realize the identity,construction and transcendence of individuality.In fact,it is to realize the development of phenomenal self,to clarify the position of "variability" of phenomenal self in the space,to realize the identity of real self,action self and ideal self.Through the spontaneous intention in the intention domain,the free decision in the teaching situation and the teaching intention The self-discipline in the environment constructs the personality,and finally achieves the personality transcendence of forgetting to be in the communication,the situation and the artistic conception.In depth teaching space,to achieve experientiality is to achieve emotional experience,situational experience and situational experience.Emotional experience is the spatial intention of personal experience,situational experience is the spatial field of personal experience,and situational experience is the spatial realm of personal experience.In order to realize the significance in the deep teaching space,it is necessary to pursue the meaning of existence,life and context.The meaning of existence is the spatial support of the meaning of life,the meaning of life is the spatial mirror image of the meaning of life,and the meaning of context is the spatial realm of the meaning of life.The core point of this study is that the deep teaching space is the phenomenon space,and the expression of deep teaching in the space is to move towards the contextualization.Around the two core concepts of "phenomenal space" and "contextualization",we try to restore phenomenology to the individual teachers and students,teaching activities,teaching situations,etc.in the deep teaching space,and restore the core concepts of phenomenal body,phenomenal activity,phenomenal depth,physical experience,sense of contextualization,etc.,and explain the transcendence of deep teaching space from object space to phenomenon space.In the transcendence of space in depth teaching,the inner relationship among body,space and teaching is the core clue in our research.Our phenomenological restoration starts from body,and completes the phenomenological restoration of space through the original connection between body and space,that is,the embodiment of space,which completed the phenomenological reduction of space,meanwhile through the original connection between space and teaching,the phenomenological reduction of deep teaching is completed.In the space transcendence of deep teaching,the transcendence from object body to phenomenon body and from object teaching to phenomenon teaching are realized at the same time.In fact,the spatial transcendence of deep teaching is also the process of the contextualization of deep teaching,that is,the contextualization of body,experience and meaning of life.In a word,this study follows two logic lines: light and shade.The light line is the phenomenological reduction process of deep teaching space,including three steps:phenomenological reduction,phenomenological description and phenomenological reconstruction.Phenomenological reduction is mainly completed by chapter one(theoretical foundation)and chapter two(spatial logic turn).Phenomenological description is mainly completed by chapter three(spatial meaning).Phenomenological description is mainly completed by chapter three(spatial meaning)The reconstruction of learning is mainly completed by chapter four(space and personality),chapter five(space and experience)and chapter six(space and meaning),chapter seven and chapter eight are theoretical summary and practical exploration;the dark line is the connotation logic of deep teaching,and each chapter is centered on personality(body,self),experience(body,situation)and meaning(life,artistic conception,context),etc Three core concepts.In the composition structure,it also adopts two main lines: light and shade.The light line is a "total-sub-total" structure,which is divided into the first part(general theory of deep teaching space),the second part(general theory of deep teaching space)and the third part(summary);the dark line follows “why”(theoretical source and cognitive logic),“what”(connotation and characteristics),“how to do”(application),“why” is mainly completed through Chapter I and Chapter II.“What” is mainly completed through the Chapter III,and“how to do” is mainly through the fourth chapter to the eighth chapter.In a word,this study uses the theory of spatial phenomenology,through the phenomenological reduction of deep teaching space,explains the phenomenal spatial characteristics of deep teaching space,and puts forward the core point that deep teaching should go to contextualized.