For a long time, in the teaching field, due to the certainty and controllability of teaching contents, familiarity, routine, and repetition have gradually evolved into habits that are not observed in the teaching process, the “one-way gaze” behind the hidden “one-way view” largely affects the quality development of education. Using the theory of “defamiliarization” to examine the order, knowledge, and spirit in the teaching process, it is found that the passive landscape of teaching cuts off the connection between students and the quality of education, disrupting the order of the teaching field and the nature of individuals; the separation of students’ learning world from the living world makes knowledge a complete and established structure. The one-way “gaze” in the teaching content and teacher-student relationship makes students “hollow,” giving rise to a crisis of knowledge and, at the same time, inducing a spiritual crisis in the learning subject. As a new interpretation of “learning with teaching” and “teaching with learning,” pedagogical defamiliarization demonstrates a dynamic process of interaction from the “familiar” appearance to the “unfamiliar” essence, highlighting four characteristics, namely aesthetic nature, selectiveness, novelty, and dynamic nature. To awaken students’ “leisure curiosity,” defamiliarization teaching should be based on reality, breaking through the desire for order and adhering to the principle of freedom; deconstruct the role of the “fan group,” changing from “living elsewhere” to “self-leadership’; break through the barrier of technique and enter the “land of reason” of aesthetics.