Theory Shift And Institution Change: The Pedagogy In The Year From 1949 To 1956.

The paper takes the development of the pedagogy as the case, firstanalyzes the interaction relationship between the disciplinary institutionand the theory shift in the planned economy times,then reveals the socialconditions in the reality of the changes of the pedagogy knowledgemodel, on the purpose of understanding the disciplinary institution whichis based on the universities and colleges how to give support to the theoryshift, exploring the problems and the limitations which lies in thetheoretical innovation at present.The contents include the following:Introduction: the summary of the origins of this paper, the definitionof the concepts related, the explanation of the research Perspective andthe analytical frameworks and research methods.Chapterâ… : the retrospection of main states of the pedagogy'sevolution before the founding of the people's republic of China. firstrespectively describes the history state of Dewey's pedagogy and Herbartpedagogy, then explains the reasons and the impact of them after they areintroduced into China, Finally analyzes the basic conditions of thedisciplinary institution of the pedagogy before the founding of thepeople's republic of China.Chapterâ…¡: explanation the historical conditions and the process ofthe theory shift of the pedagogy in the years of the founding of thepeople's republic of China. Describes the experiences and the fate whichDewey's pedagogy encountered in the early years of the founding of thenew state, then discusses the introduction and the promotion of Kairovpedagogy in new China, Finally analyzes the substance of the theory shift of the pedagogy.Chapterâ…¢: a study and analysis of the process of disciplinaryinstitution of the pedagogy which was at the core of profession in theearly years of the new state, explain the interaction relationship betweendisciplinary institution and the academic authority establishment ofKairov pedagogy. finally the paper shows the impact which thecentralized and planned disciplinary institution gives to the developmentand innovation of academic.Conclusions: based on the exploration and inspection of the theoryshift of the pedagogy and the changes of the disciplinary institution, itcomes to two conclusions,the first one is that the theory shift of thepedagogy is rapid and under the control of the political power. The shiftis obvious power-oriented. Second, the changes of disciplinary institutionof the pedagogy provide support to the theory shift. However, the planneddisciplinary institution plays restrictions to the academic innovation andacademic development.