Localization Of Post-modern Education Theory In China

Being extreme and radical, post-modern education theory, the product of postmodernism spreading to the field of education, has aroused great concern in the West. In1980s, it was first introduced to China, and since then, post-modern education theory has been becoming a topic of discussion both in research and practice.In this study, I adopted literature research, historical approach, and theoretical analysis to collect documents. My research focus is on localization of post-modern education theory in China, after a brief introduction of its development and some new combined with education globalization, and the social development of post modernism in China. Its introduction meets the need of education theory development, and it also clears some puzzles in practice. The localization of post-modern education theory in China has experienced three phases:the bud stage in1980s, the development stage in1990s, and the boom stage after2000. By means of introduction of post-modern education theory to China, international communication, theory research, and practice research, post-modern education theory has been increasingly combined with China’s education and practice research, such as changing research methods, thoughts and highlights, supporting quality-oriented education, launching basic education curriculum and teaching reform, achieving equal relationship between teachers and students, and advocating diverse education evaluation. During the progress of localization, social, cultural, theoretical, and psychological factors play an important role in it. The localization of post-modern education theory in China enlightens us that when localization of advanced foreign education theory in China, we should not adopt blindly; instead, we should select what is suitable to the China-specific education. Therefore, we could develop education theory with Chinese characteristics.