A Study Of Nationalization Of Pedagogy

Pedagogy is an exotic subject for Chinese. So in the lifetime of Chinese pedagogy, the nationalization of pedagogy is the theme from the very beginning, especially the slogan that the nationalization of pedagogy proposed explicitly in 1950s. However, pedagogy is abstract as a subject. Textbooks are the important material carriers of pedagogy, they embody a concentrated reflection of the achievements of educational theories. Hence, the present writer choose Kairov's pedagogy and Wang Daojun's pedagogy, compare the important content of these two textbooks, to explore the development level of the nationalization of pedagogy from the foundation of New China to the end of 1980s. In addition, illustrate how to realize the nationalization of pedagogy.This thesis includes four parts. The first part: the writer put forward the research question, defines two important concepts, and states the research route and methods of this study. The second part: describes the process of the nationalization of pedagogy from 1949 to 1989, to make a general impression on us about the pedagogy during that period. The third part: compares the two pedagogic textbooks in basic framework, fundamental concepts and important issues, to reveal what had changed and developed from Kairov's Pedagogy to Wang Daojun's Pedagogy specifically. The fourth part: reflects the nationalization of pedagogy from 1949 to 1989, mainly about three relationships: sino-foreign relationship in the process of the nationalization of pedagogy; relationship between the development of pedagogy and social ideology, to offer some experience to the development of pedagogy later.