Research On The Active Marginalization Of Graduate Classroom Learning From The Perspective Of Life-world Theory

The policy documents such as "China’s Education Modernization2035" have been issued one after another,demonstrating the goal and determination of the Party and the state to rejuvenate the country through science and education.China’s graduate education is developing rapidly,and the graduate team is gradually growing,and the quality of its training has become the focus of the academic circle.Among them,classroom,as the main way of postgraduate learning,is the cornerstone of improving the quality of postgraduate training,so it is urgent to optimize postgraduate classroom learning to promote the development of postgraduate education.However,in the reality of the classroom,many graduate students deviate from the classroom,and the active marginalization phenomenon generally occurs in the classroom learning of graduate students.As a result,some graduate students cannot complete their studies,and even are finally dismissed by the school.The phenomenon of active marginalization of classroom learning has become a shackle of improving the quality of graduate education.Although some studies have discussed the classroom learning of graduate students,they seldom focus on the active marginalization of classroom learning from the perspective of graduate students.This study chooses the perspective of life-world theory to avoid covering the subject of graduate students and put them in the subject position.Through interviews with 20 graduate students,this study found that the active marginalization experience of graduate students’ classroom learning is extremely rich,which can be roughly divided into cognitive and emotional experiences.In terms of cognitive experience,graduate students deny the deserved value of classroom and dissatisfaction with the actual state of classroom,including denying the importance of classroom learning,ignoring the value of classroom learning,denying the status of classroom learning and so on.In terms of emotional experience,postgraduates were embarrassed to resist the class after being criticized,reduced the sense of presence in the class due to the fear formed in the past class,and left the class after having no way to express anger.Through the life-world theory,the cognitive and emotional experiences of graduate students are further explained.In the cognitive experience of active classroom marginalization,graduate students feel the indifference of teacher-student relationship in the relational dimension,the detachment of classroom learning in the physical dimension,the failure of teaching space to meet their own needs in the spatial dimension,and the confusion about the future in the temporal dimension.In the emotional experience of active marginalization in class,graduate students feel the lack of intimate relationship experience in the relational dimension,the mutual influence of emotion and body in the physical dimension,the contradiction between learning space and their learning style in the spatial dimension,and the disconnection between clock time and experience time in the temporal dimension.In order to further understand the phenomenon of active marginalization of postgraduate classroom learning,further attribution analysis is made,and it is found that the reasons mainly involve students,teachers and schools.After being shaken by utilitarianism oriented values,students’ physical and mental separation occurs in class and conflict with class;teachers’ insufficient development of professional quality affects the construction of teacher-student relationship;schools are unable to construct classrooms that meet students’ time and space needs due to the imperfect training system,and the three rings are closely linked,leading to the active marginalization of classroom learning for graduate students.Based on the above research results,this study reflects on postgraduate education from three aspects: students,teachers and schools,in order to improve the quality of postgraduate training.Specifically,students should return to graduate status by learning a wide range of knowledge;We should promote moral cultivation and achieve moral self-discipline through the construction of independent moral education.Graduate students should clarify the value reason,pay attention to their own soul,shape the soul.Teachers should stick to moral cultivation and strengthen their professional ethics.Construct harmonious teacher-student relationship with the idea of intersubjectivity.Schools should use the concept of people-oriented to improve the quality of postgraduate training;Implement the concept of lifelong learning to build a team of high-quality talents.