Reflect The Subject Development Of Chinese Educational Anthropology With Kuhn's "Paradigm" Theory

China is in the social transformation, education needs to deal with how carry on the traditional culture in the context of modern culture and how to achieve the consistence of traditional Chinese personality and modern society. This requires to use the perspective of educational anthropology and promote its localization and concerned about the subject development. For the development of Western Educational Anthropology, some scholars said, philosophical Educational Anthropology emphasis on theory, focusing on practical significance but being short of theoretical explanation. Culture Educational Anthropology is biased towards the specific details, focusing on current problems and being lack of a whole deeply extension. Therefore, the development of Chinese Educational Anthropology should not only achieve the foreign education theory, but also Chinese education practice. We should make foreign theories Romans, and break the Western paradigm. We integrate and absorb the superiority of western edge Educational Anthropology, while trying to avoid its defects and based on our educational practice to locate a particular subject concept, determine the research topic, so as to promote academic development and create for research system suit ourselves.This thesis is based on a more extensive documentations, which uses literature analysis and comparison, and trying to interpret the philosophy of science master Kuhn's "Paradigm" Theory. It is divided into four levels to find out the meeting points with discipline development, such as: "Paradigm" as values---to demonstrate the rationality of subject existence; "Paradigm" as community ties---to reflect the formation of social support scientifically; "Paradigm" as the academic tradition---to highlights the formation of scientific origin; "Paradigm" as a research tool---to show the methodology of scientific research. The thesis suggests that Kuhn's "Paradigm" Theory has great reference value to answer questions of discipline development. Therefore, this thesis examines the perspective of Educational Anthropology with the development of Western education on the basis of comparison to consider the development of Chinese Educational Anthropology. We find Chinese Educational Anthropology in its own development has problems as follows:First, academic value is unknown, the rationality of subject existence is not demonstrated; Second, the research subject is frail, social support is insufficient; Third, the scope is not broad enough, social education in transition is not noticed; At last, research methods' outward expansion is inadequate, the methodological paradigm formation will also take a long time.Based on the above discussions and the need s of inspecting education in the perspective of educational anthropology, this thesis tries to develop our Educational Anthropology and think to make the following assumptions:First, forming our own theory which bases on the transformation of "Borrowed" theory to guide local practice, the results demonstrate academic practice value; Second, promoting the formation of the Community by establishing a system of scientific research institutions and improving the personnel training system to obtain social support; third, the traditional basis of inheritance has a breakthrough, giving general concern about education in today's society problem; At last, finding out the existing educational ethnography full experience of other mature subject research methods to promote the formation of methodological paradigm and then support the subject development.