Chinese,Western And Marxist Issues Of The Construction Of Educational Discourse In China

As a modern discipline,pedagogy has been unable to get rid of the traces of "transplantation" since its introduction.In the past century,pedagogy has experienced many twists and turns in China.While it has made considerable achievements in the field of discipline theory construction and practice,it also faces more risks and challenges.Especially under the influence of globalization and "western centralism" of culture,western educational thought and western discourse are prevalent,and native educational discourse is losing space day by day,and almost falling into the situation of "aphasia".This is a new manifestation of the relationship between China and the west under the new background,while Marxism is the distinct feature of China's education cause,and the relationship between China and the west also contains a Marxist problem in essence.Aiming at the phenomenon of "aphasia" in pedagogical discourse,this paper,on the one hand,focuses on the "westernization" tendency of pedagogical discourse,and through combing the history of pedagogy,analyses the current situation of the lack of pedagogical discourse in China,that is,the discourse problems in the relationship between "China,West and Marxism",and tries to summarize the reasons for the lack of discourse.On the other hand,we will try to use "Marxist soul,Chinese body and Western application" in the sense of pedagogy as the methodology to construct Chinese discourse in pedagogy and provide specific construction paths.The study first clarifies the basic concepts of pedagogical discourse,pedagogical localization,pedagogical localization with Chinese characteristics and "Marxist soul,Chinese body and Western application".It briefly reviews the development history of pedagogical disciplines,analyzes the self-reflection tradition of disciplines through its discourse changes,and puts forward the necessity of constructing pedagogical discourse in China.Secondly,it deeply analyses the concrete manifestations of discourse deficiency,that is,the pragmatism,dogmatization,marginalization,low maturity and limitations of the sinicization of Marxist educational thought,as well as the ways and problems of discourse infiltration of western educational thought.Then,the reasons for the lack of Chinese discourse in pedagogy are analyzed and summarized into four points: the traditional interruption at the starting point of pedagogy introduction,the simple transplantation of Soviet discourse,the unequal exchange between China and foreign countries,and the lack of scientificity and systematicness in current disciplines.Then,the methodology of constructing Chinese discourse in pedagogy is put forward,and the pedagogical significance of "Marxist soul,Chinese body and Western application" is analyzed.That is to say,the construction of Chinese discourse in pedagogy should take Marxism as the spiritual leading methodology,Chinese pedagogy as the main body,and meaningful foreign educational thought as my use.Finally,the specific construction path of Chinese discourse of pedagogy is put forward,that is,to pay attention to the principle of unity of opposites and eternal development for the care of educational theory and practice,to carry out the contemporary transformation of Chinese traditional educational discourse and the docking work between western educational discourse and China,and to establish the cultural subject consciousness of researchers.To sum up,this paper chooses the "Chinese,Western and Marxist" problems in the construction of pedagogical discourse in order to respond positively to the current dilemma of "puzzled" pedagogy in retrospect of pedagogical history and analysis of discourse paradigm in historical period,and to provide some innovative ideas for the development of pedagogy itself.