The Philosophical Analysis On The Phenomenon Of "Misunderstood Students"

"Misunderstood students" in the current school is a common phenomenon. Researching it not only can enrich the theories of "misunderstood students", but also can improve our understanding of education, and change the way of thinking.The paper investigates "misunderstood students" by the way of theory and practice of a combination. Theoretically, "misunderstood students" was analyzed with body of knowledge from the perspective of knowledge analysis, and it was found that every type of "misunderstood students" has knowledge source of its occurrence, concretely, "misunderstood students" is the outcome of knowledge hegemony in the certain era. Practically, case study was used on such "misunderstood students" in a junior high school, and through observation, interviewing and materials collection, their life situation inside and outside of the classroom was described and a real life picture was opened before us. So how did school culture control and discipline "misunderstood students" was revealed. And our investigation found that "misunderstood students" are not backward but individuals with great development potential and creative capacity.Based on the above considerations, the knowledge view must be rebuilt. We should establish multi-element school culture, diverse educational concepts and multi-element forms of evaluation. Under such multi-element school culture background, everyone can achieve the greatest degree of development. The teachers equally treat every student, and admit difference, respect difference and develop difference, so there is no grade distinction among students, who are equal individuals with different characteristics.