Research On The Pedagogic Discourse

We begun to focus on the pedagogy in western countries since the end of 19th in china.And we published some journals to introduce educational theories in western country, such as "educational world" and "educational journal" from that time. When we trace back the history of pedagogy, we will find the inevitability of change in pedagogy accompany with the every crisis and change in philosophy. Zhao dun-hua pointed out that philosophy has take progress along with the crisis that western philosophy has experienced like the crisis of natural philosophy in Greek, the crisis of ethic philosophy in Rome and the crisis of empirical philosophy in his book of "the crisis and way out for the western philosophy in 20th". Correspondingly, pedagogy has gone through "the traditional pedagogy of Herbart", "pragmatic pedagogy of Dewey", "Geisteswissnschaften pedagogy of Dilthey" and "critical pedagogy" and so on. Now pedagogy has focus on language, social culture and people under the influence of the rise of philosophy of logic and language since 1970s.Meta-study was all the rage from scholars begun to research on the meta-mathematics since 20th. Meta-pedagogy has become a research hotspot to reflecting the educational theory under the influence of mete-study. At the same time, discourse studies in pedagogy has appeared. Almost scholars choose the linguistic analysis and logical analysis to research about the teacher and students. So we want to study the discourse of pedagogy to breaking through the development bottlenecks.This paper is divided into five chapters, the content is as follows:Introduction:This part introduces research about the pedagogic discourse in china and western countries. At the same time, we will discuss the significance and aims of this paper based on this analysis.Chapter 1:Analysis to the relative concepts and catalogues. This part try to explain the relative concepts including of discourse, the mode of discourse, the construction and function of discourse.Discourse difference to language and speech, means subject represents something about the object under the certain social and cultural background. But the analysis and translation of discourse are various in different field. Pedagogic discourse means subject represents subject’s practical statements about the education and educational theories. And the pedagogic discourse has scientificity and universality; practicality and regulatory; nationality and historic.Chapter 2:Symbol and discourse in pedagogy:the criticism of pedagogy This part want to say the logic of discourse including of the symbol and logic, system and principles of discourse. It is different to express clearly speakers’ points especially in logic of pedagogy in china, such as foreign words has been abused, everyday speech has been generalized and other disciplines’ terminology has been borrowed and free used. So we want to analysis the "quality-oriented education", "qualitative research" and "life education" in the history of pedagogy in order to finding the logical structure.Chapter 3:Discourse and power:the reflection of pedagogy. This part we want to solve is the relationship between discourse and power (ideology; knowledge; social culture), especially in the filed of pedagogy. In the history of pedagogy, the change of discourse mainly impacted by the ideology of government such as luxuriant discourse (1910s-1940s), Soviet-style discourse (1950s-1970s) and political discourse in china.The ideology consists of the ideology of government, the power of knowledge and the power relations of social and culture influences the development of pedagogy. So we should figure out the relationship between power and discourse like the discursive democracy and tyranny, rights to speak and rational power.Chapter 4:Discourse and subject:the thinking of pedagogy. This part discusses the relationship between subject and discourse. We want to study the subject and pedagogical discourse from the ration of subject and system of discourse, subjective right and independence of discourse, subjective individuality and the culture of discourse.Chapter 5:Construction of pedagogical discourse, we insist that the specialization is the value pursue of pedagogical discourse, localization is the value ration of pedagogical discourse and practice is the final oriented of pedagogical discourse.Finally, we insist that the pedagogic discourse is unaccomplished and still need research deeply. And we will research about the recognition of Honneth on basis of this paper.Overall, the pedagogic discourse has been an important hotspots in order to reflect the educational theory. And we want to make a contribution for the development of pedagogy by the research on the pedagogic discourse.