Teaching On The Localization In The Context Of Globalization Research

Aiming at the phenomena that foreign teaching theories or didactics were imitated blindly and unilaterally, the localization of didactics which has been under the guidance of pedagogy localization is the important proposition that Chinese scholars put forward in the recent hundred years. With the rising of globalization tide, they gradually become aware of the necessity of learning foreign advanced techniques to be self-improvement and combining Chinese with foreign to be excellent in the theoretical horizon of education as well as the practical field of classroom, so they have been exerting great efforts to seek multi-aspect and multi-approach localized teaching strategies that could be rooted in the cultural soil of Chinese traditional education to test foreign teaching ideological resources, which is expected to nurture germinating seedlings into tall upright arbors that would actively absorb the quintessence, develop the potential, harmoniously live together and fully grow up in the present or future ecological forest. On the basis of the cultivating ideal, generations of educational scholars not only earnestly study and tirelessly research but also regard the construction and development of didactics with Chinese characteristics as their constant historical aspiration, persistent academic pursuit, unalterable realistic affection and continuous voice of the times.Taking a general view of every historical period when Western teaching theories or didactics were used for reference in China, we find that German Herbart's teacher-centered ideology, American Dewey's child-centered conception, Soviet Russian Kairov's teaching-oriented ideology and American learning-oriented conception were successively of much more edificatory and stimulative significance to the Chinese educational research and reform. During this period, the educational circle which didn't completely belittle our own ideas or idolize foreign theories has created generations of academic groups that have been advocating teaching and learning. However, owing to a variety of historical inappropriate opportunities, these groups have still lacked common language as well as persistent appeal in the discourse domain of teaching-learning relation and have had no teaching-learning relational category with Chinese characteristics that could be accepted widely. At the same time that foreign teaching theories or didactics were introduced into China, the educational circle not only neglected systematically analyzing and wholly considering their historical conditions, cultural backgrounds and ideological foundation, but also overlooked reasonably criticizing and appropriately integrating them in view of Chinese social environment and cultural tradition, which resulted in indiscriminate imitation, primitive analogy and mechanical application with different degrees under guidance of one-dimensionality educational standpoint in different stages. Such dualistic ways of thinking as either ancient or modern, either Chinese or Western, either this or that objectively induced the twentieth-century basic education reform in China to begin with criticism on the last educational practice, end with dissatisfaction in the present one and be criticized by the next reform, which generated the pendulum effect among the questions on teaching-learning, teacher-student, knowledge-capacity and literature-morality relations in the field of national teaching theory and practice. Facing the development trend of the current world education whose reform theme is global perspective and local action, it has been such urgent affairs in the discipline construction of China's didactics in the 21st century as how to make the localization study of didactics which has experienced the vicissitudes of a hundred years avoid blindly believing foreign discourses while henceforth introducing and using their teaching ideas for reference, extend our own discourse content and understanding ways while managing to solve the teaching practical poblems in China, sublimate into new ideas while elucidating our own opinions and showing our special styles in the international academic forum.The teaching-learning relation is one of the core topics in the didactic research and directly affects the relational models of teacher-student, knowledge-capacity and literature-morality, which has been considered as the logical starting point in teaching theoretical or didactic systems by some domestic and foreign scholars. According to the structural clue of "historical analysis---ultural interpretation---uture vision", the dissertation is based upon teaching-learning relational category to systematically analyze the inevitable issues of objective requirements, the previous issues of past circumstances, the present issues of contemporary situations, the advisable issues of ideal directions as well as development approaches on the localization of didactics in China under the background of globalization from tradition-modernity, local-foreign and theory-practice dimensions. The dissertation advocates achieving the Chinese-foreign integration, ancient-modern inheritance, practical innovation and international academic communication of the didactic research with cultural consciousness, which is expected to embody the social value and contemporary significance of didactic localization in China following with the changing background.The dissertation consists of such three sections as exordium, main text and conclusion.The exordium section mainly introduces the issue origin, textual value, theoretical basis and research methods. It especially points out that the main text not only discusses the basic connotation what the localization of the teaching-learning thoughts or theories should be, but also describes the essential reasons why the teaching-learning thoughts or theories would be localized and the actual contents what were localized in the teaching-learning thoughts or theories by way of the appropriate historical analysis and reasonable cultural interpretation on ancient Chinese traditional teaching ideas and modern Chinese teaching thoughts as well as Western teaching theories or didactics, which is expected to dialectically sublate, selectively assimilate and creatively transform them through summing up the experience and lessons in the discipline construction of China's didactics.The main text is logically made up of four chapters. Chapter One firstly systematically summarizes the domestic and foreign correlated research literatures on globalization, localization of didactics, localization of pedagogy and teaching-learning relation. From Marx's dialectical materialist developmental point of view, it then clarifies the original definition of localization, its necessity and realistic connotation under the background of globalization to further indicate that globalization and localization establish the integrated contact between globality and locality that have been confronting with each other by taking transformation as their medium, whose common purport lies in transforming unfavorable factors into favorable factors and generating newfangle factors. Absorbing the reasonable cores of cultural philosophy that advocates cultural consciousness, asserts returning to the life world and proposes the teacher-student life interaction, it not only expounds the localization that emphasizes both international factors and national factors is the inevitable choice of China's didactics development under the background of globalization, but also analyzes the Chinese-style construction of teaching-learning relational concept is the inevitable need of China's didactic localization under the background of globalization. On the basis of Marxist historical materialism that is applied to explore the law and achieve the development, Chapter Two and Chapter Three trace back to the academic evolution of teaching-learning relational category in China's didactics under the tendency of globalization since modern times and its development process when teaching-learning relational category was repeatedly changed, redefined and deeply affected in the different contexts of the times and historical stages to investigate the past circumstances and contemporary situations of the localization. The two chapters not only present one-hundred-year factual experiences that Japanese, German and Soviet Russian didactics as well as British and American teaching theories were introduced, assimilated and transformed in China, but also interpret the factual situations that European continent academic discourse of emphasizing teaching and Anglo-American academic discourse of emphasizing learning affected Chinese teaching-learning relational construction. From the perspective of the comparative philosophy that puts emphasis on historical analysis and cultural interpretation, Chapter Four briefly describes the origin and development of didactics to interpret that the didactics in normal educational field should take the realistic problems in local teaching-learning cultural domain as the basic research objects to grasp the teaching-learning essence and law in the local specific cultural infiltration and social background by investigating the various teaching-learning activities and phenomena with situational and humanistic characteristics in the local teaching-learning process on the basis of inheriting the previous teaching thoughts and using the foreign theories for reference. It then discusses the expected explanation of China's didactic localization under the background of globalization, presents that the teaching cultures which lay particular stress on either teaching or learning are not the Chinese-style development direction of teaching-learning relation in the process of China's didactic localization while constructing the teaching-learning relation suitable for Chinese national conditions and characters is one of the most important subjects in the contemporary China's didactic localization. For further understanding of teaching-learning and human-environment relations, the chapter also illustrates that Chinese-style development direction of teaching-learning relation lies in building the teaching-learning culture that takes teacher-student life development as its keystone, human-environment harmony as its element, teaching-learning phasic evolution as its essential, which is expected to form the teaching-learning ecosystem that implies non-acting teaching, promising learning, teacher-student equality from the perspective of the systematic view and developmental view in the ecological philosophy.The conclusion section reaffirms teaching theories or didactics that imply the explanation and interpretation of the specific teaching-learning cultural significance and life value orientation are neither universal scientific principles which are not involved in the cultures nor abstract disciplinary knowledge which keeps the value neutrality. What's more, it stresses that the new teaching-learning culture whose purport is the expected construction of Chinese-style teaching-learning relation will be beneficial to both creating life-centered, living, generative, interactive classroom ecological environment which persistently attends to teaching-learning quality promotion and teacher-student harmonious development, and enhancing the research levels of China's contemporary didactic localization that will open up a new research field for the world didactics development as well as inheriting the favorable factors and modifying unfavorable factor in our national traditional culture, which advocates the compatriots'public responsibility of resisting such unhealthy social conducts as egocentricity, interpersonal indifference, profiteering and advances the earthling's cooperation of turning such crises as water shortage, land desertification, ozonosphere disturbance and nuclear leakage caused by the anthropocentrism in the global range.