Analysis Of The Knowledge Conflict And Resolution In China’s Primary And Secondary Education

How to make education can provide students with the most valuable knowledgeis a problem which educational research never lax, especially in the primary andsecondary school stages when students’ basic ability and basic knowledge forms.From the knowledge sociology perspective, the essence of most valuable knowledgeis education knowledge ranking and selection done by education subjects according totheir own value orientation. In this article, the author points out that in school teachinganswers for what knowledge belongs to the most valuable things still exist aknowledge conflict. The basic cognition is that: education democratization andmodern development provides an abundant education knowledge for school education,while the official knowledge showing by the textbooks maintenance its authoritativeposition in all places at all times, so a "suppress—against” condition comes aboutfrom the official knowledge and education knowledge in school teaching process.Incorporate is in the following4respects: knowledge value conflicts, knowledgeappropriate selection conflict, the standard of scientific knowledge, the authorityconflict of knowledge teaching. To dispel the "suppress--against" condition, makingeducation knowledge and official knowledge get their full potential of their function,the key is to developed a moderate education concept. That is the development ofcourse content based on standard and result to openness, the construction of theteaching mode uphold democracy and realizing interaction, the construction ofevaluation method grasping the basic and insisting on multiple ways.First, The formed motivations of knowledge conflict. Through investigating theprimary and secondary school education knowledge and analyzing the formationstrategy of official knowledge, the authur points out the uneven relationshipbetween education knowledge and official knowledge which is that educationknowledge and power are closely linked, has the profound sociological properties,reflect the national requirements, spreading mainstream consciousness, but alsocontains the social requirements and personal wishes, is a complex of the pluralisticvalue;while the official knowledge always depends on the state power to realize thelegalization and publication of knowledge, on the examination system and teacher’ssupervision to be guaranteed, and fully embodies the country’s control andrequirement to knowledge. This unequal status of knowledge in education then evolveinto two kinds of knowledge relationship,which is called “suppress-aginst”relationship,and it becomes a cause of the appearance of knowledge conflict.Second, The analysis of the reality type of knowledge conflict.Take what kindof knowledge conflict lies in the primary and secondary school education as a basicproblem, the author discusses the following4aspects specifically.They are therationality of the knowledge conflict, the type of knowledge conflict, the source ofconflict knowledge,and knowledge conflict performance. Meanwhile, the authorpoints out that knowledge conflict is closely related to knowledge type and subjectidentity,and the root cause why the knowledge conflict is so outstanding in the primary and secondary education actually lies in the teaching method which takes theofficial konwledge as center，which are embodied in the congition confict ofknowledge value, in the selecton conflict of knowledge quantity, in the standardconflict of knowledge science and in the authority conflict of imparting knowledge.Finally, The construction of resolution strategy to knowledge conflict. Startingfrom the knowledge conflict’s influence of modern education, the author indicates thechallenge and opportunnity of school education. On the one hand, there is possibilitythat knowledge conflict can influence the aim’s realization of school education, andalso can eliminate the authority of school knowledge. On the other hand, it can offer aopptunity which not only can impel students to get an development in all-aroundway, but also can improve the students’ innovation ability. Thus, knowledge conflictresolution strategy is proposed to play the knowledge conflict’s benign effect and toeliminate the bad influence, in essence, it is to realize the integration between thetraditional education and modern education, making the two get together moderately.