Research On The Generation Mechanism Of Teacher’s Curriculum Discourse In Social Network Space

Discourse which derived from linguistic,has become a core topic in various disciplines,In addition to the requirements of constructing the system of philosophy and social sciences with Chinese characteristics,and the deepening of curriculum reform in the new era,the proposition of curriculum discourse has been put forward.As a reflection of the subject’s specific curriculum understanding or values,curriculum discourse is also an important way for people to understand the curriculum,which shows that curriculum discourse is not only a value symbol,information system,meaning structure,but also a special cognitive tool.Of course,teachers,as the main body of discourse,play a decisive role in the formation of personal curriculum cognition and value expression,but it is not means that teachers’ curriculum discourse is a pure product of consciousness processing.It is also closely related to teachers’ space and curriculum system.Therefore,our exploration of teachers’ curriculum discourse will point to the perspective of relational holism provided by space,In order to explore the generation mechanism of teachers’ curriculum discourse,and lay the foundation for the renewal of teachers’ curriculum cognitive system and values.The paper reviews teacher curriculum discourse from the perspective of space.It is a kind of view that teacher curriculum discourse is a kind of spatial practice product.It is recognized that teachers are the subject of discourse,space is a kind of social structure,curriculum is the object of speech,forming the relationship structure of "teacher-space-course".It is not only the embodiment of the perspective of the holism of relativity,but also the core framework is used to explore teacher curriculum discourse and its generating mechanism.Therefore,this paper explores the essence of teacher curriculum discourse,and through the consideration of curriculum discourse,teacher curriculum discourse connotation and value characteristics,it is clear that curriculum discourse is a specific value declaration of teachers,and reflects teachers’ knowledge or values of individual courses.Then,in order to distinguish the relationship between social network space and curriculum discourse,we analysis the social network space’s essence,type and function.It is found that space is a social original model with distinct social attributes and structural characteristics,which mainly provides field support for the generation of curriculum discourse,and it also enables teachers to participate in the production,exchange,distribution and distribution of curriculum discourse in the form of "discourse exchange market",at last,curriculum discourse with various forms of expression is produced,such as body form speech or spoken language,written discourse in entity form,power discourse in system form,etc.In the process of the interpretation of social cyberspace,it has been clear that social network space is a relationship network composed of many social subspaces,but where teachers are and what kind of social structure or relationship will directly affect individual discourse production intention.In order to clarify the relationship between social network space and teacher,and teachers’ curriculum discourse,considering the social power of actors,The social network space is divided into institutional space,public space and individual space.It is clear that teachers’ social network space is composed of institutional space,public space and individual space,and these three spaces become the analytical framework to explore the essence of teachers’ curriculum discourse.Specifically speaking,first of all,the paper interprets the theoretical form of teacher curriculum discourse.Through the exploration of the connotation and essence of institutional space,public space and individual space,it distinguishes the influence of different spatial contexts on teacher curriculum discourse,including the purpose,category and mode of speech,as well as the basic performance of teacher curriculum discourse under different spatial rules or discourse norms.Secondly,it combs the spatial evolution and practical state of teacher’s curriculum discourse,specifically traces the development stages and characteristics of China’s basic education curriculum discourse,in order to grasp the development law of China’s curriculum discourse.At the same time,based on the basic approach of empirical research,it uses the methods of interview,case study,social cyberspace analysis and text analysis to comprehensively care about the practical state of teacher’s curriculum discourse,including Teachers are concerned about curriculum topics,social position,and factors affecting teachers’ discourse practice.By tracing the diachronic and synchronic of teachers’ curriculum discourse,we find that there are co-changes in the structure,between subjects and development needs between teachers’ curriculum discourse and social network space.So,facing the discourse exchange market in which have different kinds of curriculum discourse,how to produce own discourse of teachers? It is necessary to explore the spatial mechanism of teacher’s curriculum discourse.By revealing the reality,driving force and strategy of teacher’s curriculum discourse production in different spaces,the production logic of institutionalized,public and experiential curriculum discourse is clarified.Moreover,there is a complex interaction between teacher’s curriculum discourse and other curriculum discourses,Teacher’s curriculum discourse has its unique generating mechanism,From the awakening of teachers’ curriculum experience to the formation of curriculum consciousness,and then to the output of curriculum discourse,teachers will not only exchange discourse with other subjects according to "market rules",but also project their subject curriculum knowledge or values onto individuals for reprocessing,and finally produce discourse that can represent individual curriculum will.Base on the principles of "speech economy theory" and "subjectivity or value projection" involved in discourse production,we attempt to outline the model of teacher curriculum discourse generation.In addition,in order to verify the objectivity and rationality of the model,this paper also discusses the types of teacher’s curriculum discourse based on individual cases.There are mainly three types of curriculum discourse: "dependent driven","collusive linkage" and "independent and conscious".Based on the interaction among teachers,curriculum and space,this paper discuss the teachers’ curriculum discourse and the generative mechanism,that is,teachers’ curriculum discourse is the result of different subjects’ curriculum cognition or values projecting on teachers and their space,and the structural attribute or power essence of social network space and the legitimacy of the curriculum itself determine that teachers’ curriculum discourse is primarily reflected in the curriculum will of the mainstream class,but the generation process of teacher’s curriculum discourse still contains the purport of realizing the subject value.Overall,the current discussion on the generation of teacher’s curriculum discourse mainly relies on "within space",ignoring the constructive significance of teachers or teacher’s curriculum discourse to space.Since then,in order to deepen teachers’ understanding of the curriculum and promote the dialogue or communication between teachers and other discourse subjects,it is necessary to promote the transformation and development of teachers’ curriculum discourse,that is,from "production in space" to space itself,to build a "learning based" social network space,so as to enhance teachers’ Curriculum "sense of language",and highlight teachers’ reflective discourse practice subject,To help teachers form subjective curriculum discourse and expression style,and build a good curriculum discourse ecology,and promote the orderly operation of social network space and curriculum discourse system.