Author(s): Zhao Menglei ;Jiang Zhaohui

Organization(s):  1.School of Education,Huainan Normal University 
2.Institute of Educational Theory, Chinese Academy of Educational Sciences

Source: Modern University Education

ISSN: 1671-1610

Date: 2024.07

Abstract:  The construction of Chinese pedagogy is the internal requirement of a major educational country in the new era to become an educational power. Its discourse concerns who is saying, what is said, how to say it and what impact it has, and provides strong support for promoting the construction of the independent knowledge system of Chinese pedagogy. The discourse construction of Chinese pedagogy should be wary of the emergence of triple limits. First, on the topic of discourse, Chinese pedagogy should break through the uniformity of discourse, and should not ignore the diversity in order to highlight the importance. Second, in the application of discourse, Chinese pedagogy should avoid the mechanization of discourse, and should not ignore the situation in order to highlight the application. Third, in terms of discourse paradigm, Chinese pedagogy should break through the isolation of discourse and not ignore academic innovation for the sake of highlighting uniqueness. The construction of Chinese pedagogy discourse needs: using the perspective of comparative education to enrich the diversity of pedagogy discourse; Strengthen the situational orientation of the problem and enhance the appropriateness of the application of pedagogical discourse; Pay attention to academic quality standards and enhance the universality of pedagogic discourse paradigm.

Keywords:  Chinese pedagogy; Discourse issues; Discourse application; Discourse paradigm; Discourse construction; Academic innovation