Research On The Localization Of Foreign Teaching Theory Since The Founding Of New China

In the process of rich development of teaching theories in China,the localization of exotic teaching theories is an important approach.Since modern times,exotic teaching theories have been introduced into China with the footsteps of "Western learning spreading to the east." In order to better adapt to China's national conditions,Chinese scholars localize foreign teaching theories in the process of borrowing foreign teaching theories,which plays an important role in the development of Chinese teaching theories and teaching practices.On the one hand,it provides a wealth of theoretical basis and methods for the study and practice of teaching theory in China;on the other hand,it provides strong theoretical guidance and intellectual support for our teaching practice.The 70 years since the founding of the People's Republic of China are 70 years of richer teaching theories in China.Looking back on the course of 70 years of localization of foreign teaching theories,summarizing and analyzing the experiences and lessons in the process of localization of foreign teaching theories,excavating the excellent cultural genes of traditional teaching thoughts in China,and deepening the research of teaching theories in China through the "ancient,modern Chinese and foreign" method.This study sorts out the relevant theories of localization of exotic teaching theories,and then defines the concepts related to foreign countries,teaching theories,and localization.According to the characteristics of the times,the historical evolution of the localization of exotic teaching theories since the founding of the People's Republic of China was divided into a comprehensive study of Soviet teaching theories in the early days of the founding of the People's Republic of China,criticism of the resistance to foreign teaching theories during the "Cultural Revolution",restoration and introduction of foreign teaching theories during "reform and opening" and the multiple deepening of foreign teaching theories in the context of the "new curriculum reform",to clarify which teaching theory is introduced at each stage,including which classic cases.Through a review of the localization of exotic teaching theories at each stage since the founding of the People's Republic of China,we have found that China has made some achievements in the process of localization of exotic teaching theories.The specific performance is as follows: close attention to the development of exotic teaching theories;understanding of theoretical localization;expanding research methods on the localization of exotic teaching theories;enriching our theoretical research in teaching.However,there are also some problems in this process: first,the lack of confidence in local teaching experience and theories,including the "popularity" of foreign teaching theories and the "self-negation" of local culture;second,the foreign teaching theory research is not thorough,which is embodied in the simplification,textualization and fanaticism of the localization of teaching theory;finally,the guiding role of blind superstition exotic teaching theory in Chinese educational practice is specifically the universality and ignore the actual concreteness of local teaching.So how to make the foreign teaching theory better guide our country's teaching practice is a question we need to reflect on,"Reflect on the past,mirror the present,and look forward to the future." Here,the author tries to put forward the prospect of localization of exotic teaching theories: properly treat local teaching thoughts and enhance cultural identity;dialectically treat foreign teaching theories and expand new international perspectives;strengthen the exchange of modern teaching theories and enhance the right of national discourse;conduct extensive education experiment to enhance the "field" feelings.