The Research On The Modes Of Chinese Knowledge Production

Chinese knowledge as a subject in schools has a history with around 100 years. However, the discussion about the Chinese knowledge has never stopped. Influenced by dualism, these discussions about Chinese knowledge are focused on following questions: do we need Chinese knowledge in school? If that, why do we need it? Is teaching Chinese knowledge to help students acquire taught knowledge or develop language abilities? Is learning for make sense Chinese language or knowing Chinese knowledge? And so on. The unilateral thinking paradigm has not been able to answer these questions. To understand and answer these questions, research about the source of Chinese knowledge is important. For tracing, research has to be started with the modes of Chinese knowledge production.This research analyzed deeply the existing Chinese knowledge that is employed in Chinese curriculum and textbook by literature review, case studies, historical description and deductive reasoning. It aims at attempt to establish an analysis framework and to provide a profit of developing Chinese knowledge.Production of Chinese knowledge adopted by schooling is a process that producers choose, recombine and present native language. The modes of production involve approaches, processes and ways of producing knowledge. There are four general factors in the process of Chinese knowledge production: producers, process for producing, production (knowledge), and spread of knowledge. Because the knowledge production is one kind of social production, it will be disturbed and restricted by some social factors. Therefore, a set of auxiliary mechanisms to maintain knowledge production are needed, involving the dynamic mechanism, the deliberation mechanism, and the feedback mechanism.According to above factors of the knowledge production, this research can obtain the following conclusions. I: The Chinese knowledge producer1,The knowledge producer is the subject and the direct affecter of the knowledge production. Knowledge producers mainly include discipline experts, experts in Chinese curriculum, Chinese teachers and other professionals related to Chinese knowledge. Their world-view and the knowledge view can influence even determine the result of knowledge production. The first two are main Chinese knowledge producers.2,The case study found from the foreign fiction appreciation that for transferring academic knowledge to knowledge for schooling, editors need to make the suitable successive processing according to students'characteristics. Ways of the processing include"borrow"and"transformation"as well as active"assimilation"and"imitation"based on it. Therefore, transferring academic knowledge to school knowledge needs four procedures: selection and simplification, popular and clarity, transition and linking up, expression and presentation.3,The Chinese textbook in high schools published by Shanghai Education Publishing showed a anti-discipline character which has the novel term, the brand-new content, and creative modes of presenting knowledge. The discipline knowledge system develops with contradictory conflict between the discipline knowledge production and the anti-discipline knowledge production.II. The process of producing Chinese knowledge1,The process for producing knowledge is the process of choosing and organizing knowledge. The process includes inheriting traditional knowledge, choosing academic knowledge, absorbing overseas knowledge, summering experienced knowledge, appearing tacit knowledge, and so on.2,Processes of producing knowledge are different in different stages of language knowledge production. For example, Mswt and Xzgyyyf embodied the typical imitational knowledge production, Znhyyfxt showed the multi-agent deliberation production, and Zxjxyfxtty displays the integration knowledge production.3,The literal knowledge production in 1956 imitated former Soviet Union's knowledge production pattern and based on it, Honglingjin instruction was produced. These knowledge imitated other countries'experiences so excessively that its practicability was not able to be ensured.4,The stylistic knowledge production is the process with being unceasingly changed and remodeled. From the two stylistic to the four stylistic as to finally the three stylistic was confirmed .The process of producing Chinese knowledge in school showed compression and reduction so that the stylistic concept lacks the clarity5,The edit of"cut down"textbook means to choose the original work. The choice implied a conflict between editors'intentions and the author's intentions. Chinese knowledge production should deal well with the relationship between both students and the original in intensions.6,The theory of teaching character had depth research in the quantity and species of Chinese character, frequency repeated, and capacity of forming word. There is a gap between teaching theories and compilation of the textbook. There are lots of works to do for employing theories to practices. Therefore, knowledge transformation is manifested as a kind of knowledge production.III. The dynamic mechanism of the knowledge production1,The dynamic mechanism of the knowledge production is a serious of systems that aim at maintaining the function and development of the knowledge production. There are two powers to promote the Chinese knowledge production. One is directly generated from the internal of the discipline by inheriting and accumulating content knowledge. Another one resulted from the external setting involving political context, cultural environment, social change, the development of related disciplines, and so on. 2,The research on Chinese textbook found that the discipline internal power was characterized as follows: inheriting and renewing knowledge of traditional textbooks, the guide and direction of standardizing Chinese curriculum, the transformation and application of Chinese textbook editors'knowledge, and imitating and assimilating knowledge of related disciplines.3,The shift from listening and speaking skills to ability of oral communication is the result of the discipline exterior power. The producing and transforming Chinese knowledge must obey rules of discipline knowledge development. The main power to support the knowledge production is deserved from the rule of the discipline development and the path of the movement. The external power of knowledge production is a driving force but not determining factor.IV. Modes of presenting Chinese knowledge1,The mode of presenting knowledge is the way of how to organize knowledge. Chinese knowledge produced by producers is presented with certain approaches and ways such as textbooks, handbooks and teaching materials.2,There are four interactions between the Chinese knowledge and the textbook separating from, related to,integrating with, and including, each other. The modes in which knowledge is organized and appeared can be systematic or random, explicit or implicit, and spiral or terraced.3,The research on modes of presenting knowledge in four handbooks found that the knowledge is mostly presented as declarative knowledge about what to teach. The procedural knowledge about why to teach it and strategic knowledge about how to teach are limited.4,The research by comparing teaching plans now and in 80 years ago found that the content knowledge has scarcely changed in addition to the shift of terms describing concepts. It means that teaching knowledge has obvious improvement but the presentation of Chinese knowledge production is problematic in matching with rules of Chinese curriculum. V. The spread and deliberation of Chinese knowledge1,The spread of knowledge is the prerequisite of that knowledge is accepted The individual knowledge is socialized as public knowledge through a range of medium with various approaches and methods to spread knowledge. Therefore, the process of spreading knowledge is the process of knowledge production, and the methods of spreading knowledge affect naturally the knowledge production.2,The deliberation mechanism of knowledge is to deliberate the legitimization and rationality of content knowledge from learners'perspectives. Establishing a multi-discipline and multi-perspective mechanism of knowledge deliberation is significant to provide the guarantee for developing knowledge production.3,The people of deliberating Chinese knowledge include experts in academic discipline, Chinese curriculum and teaching, teachers of teaching Chinese, and students. They are subjects of knowledge production. The production and spread of knowledge is not unidirectional but dynamic among subjects. Chinese knowledge is produced by the interactivity of the academic knowledge of experts in discipline, the curricular experts'teaching knowledge, teachers'practice knowledge, and the students'experiences.