| Chinese curriculum is not a static and closed self-system,but an open discourse system,which has been changing with the development of society.The history of Chinese curriculum is a history of discourse transformation and conflict.With the progress of social development and advancement of the curriculum reform,Chinese curriculum discourse has also developed correspondingly.Chinese curriculum discourse has its own specific words in each period,and has different words in different split periods.Therefore,Chinese curriculum presents a kind of polyphonic discourses.However,all walks of life have been criticizing Chinese curriculum discourse since the founding of new China.To a certain extent,these criticisms present a kind of irrational tendencies.The se irrational tendencies include a few aspects:critical impression is or based on backwardness of reference materials,or based on the lack of"necessary warmth and respect" for previous Chinese curriculum discourse,or based on deny social group's political view and the scientific rational perspective from a humanistic perspective of individual life.At present,the research tendency,which is divorced from the historical and cultural context,blindly criticizes the ideological and political discourse and scientific discourse,and highly praises the humanistic discourse.The research tendency put Chinese curriculum discourse into many crises.Therefore,in order to eliminate these curriculum discourse prejudices and crises,it is necessary for us to examine the development history of the Chinese curriculum discourse objectively and examine the reality of the Chinese curriculum discourse,and insight into discourse tide as the cultural signs and the power relations hidden behind,then we should construct a Chinese curriculum discourse system that is suitable for China's national conditions and with Chinese characteristics based on past history,the current reality and the characteristics of Chinese curriculum discourse.The research is mainly divided into five chapters on the basis of above-mentioned understanding.The basic framework basic is as follows:The first chapter establishes the theoretical basis of discourse development research in Chinese curriculum.Discourse theory and understanding theory provide some views and methods of curriculum implication for the development study of Chinese curriculum discourse.Discourse theory uses discourse analysis to reveal the infiltration of ideology and the existence of power in discourse.Therefore,Chinese curriculum discourse should appropriately learn from these discourse theories and the method of discourse analysis.It focuses on discourse,discourse practice and social practice as the main content,analyzes the historical development of the ideological and political power relations behind.Understanding theory is mainly devoted to understanding the meaning of text.The study of Chinese curriculum is a reference to the connotation of the curriculum.Through the understanding of the text,the goal of the curriculum is realized to promote the development of the students and explore the deep operating mechanism of the discourse.It can be seen that the discourse theory and the research methods of discourse analysis have opened up a new field for the study of Chinese curriculum discourse and broadened the research scope and perspective of Chinese curriculum discourse.The second chapter discusses historical investigation:the evolution of Chinese curriculum discourse.Discourse is essentially social and historical.The research process of Chinese curriculum discourse is inseparable from the investigation of history,and its formation and evolution are generated and developed in the specific social and historical background.Since the founding of the People's Republic of China,the development of Chinese curriculum discourse has been mainly reflected in three historical periods and three corresponding main types of curriculum discourse.Firstly,Chinese curriculum discourse was oriented by political education orientation during the founding of the People's Republic of China(1949-1977).Secondly,Chinese curriculum discourse was oriented by knowledge and ability during the new era(1978-2000).Thirdly,Chinese curriculum discourse is oriented by humanistic quality in the New Curriculum Reform(2001-present).These curriculum discourses of different periods are embodied in the three discourse themes about Chinese curriculum objective,curriculum content and classroom teaching,which contain strong characteristics of the Times.The third chapter makes a rational analysis:the essence and characteristics of the discourse development in Chinese curriculum.Any discourse can not be produced without the background of The Times.Once curriculum discourse is produced,it is controlled,screened,organized and redistributed by several social programs.Rational analysis mainly involves two aspects.Firstly,there is inner nature of discourse development in Chinese curriculum.Discourse development of curriculum discourse reflects the change of social demand,the game between powers and the ideology infiltration.Discourse development of Chinese curriculum is to reveal the orientation of "value concern" and to reveal that power and ideology are "real knowledge" rather than "false knowledge".Secondly,the multidimensional characteristics of Chinese curriculum discourse.The multidimensional features are mainly reflected in the following aspects:the isomorphic characteristics of instrumentality and humanity;the isomorphic characteristics of politics,aesthetics and morality;the isomorphic characteristics of classics,nationality and epoch of curriculum discourse.The fourth chapter analyses realistic review:the current situation of discourse development in Chinese curriculum.With the implementation of the new curriculum reform concept of "people-oriented" and the affirmation and promotion of individual "freedom","individuality" and"subjectivity" based on "market",humanistic discourse has undoubtedly become the mainstream discourse or even the hegemony discourse in the field of education in our country.The consumerist culture of hedonism and the western postmodern thought of deconstruction also came.Those norms and truths that "were once considered absolute,universal and eternal " are being questioned and deconstructed by people,all kinds of crises are emerging.The crises mainly manifest in three aspects.Firstly,the identity crises of Chinese curriculum discourse are mainly reflected in the misunderstanding of political ideology,the distortion of teacher authority and the deconstruction of grand narrative.Secondly,the theoretical plight of Chinese curriculum discourse lies in the expression difficulty and application difficulty.On the basis of the western theory of curriculum,Chinese curriculum theory research has obtained the unprecedented development,but westernization and borrowing from other subject profoundly reflects expression dilemma of curriculum discourse theory.At the same time,the alienation of discourse theory and discourse practice,and the alienation of academic language and daily language also profoundly embodies expression practice dilemma.Thirdly,some practice discourses of Chinese curriculum are lost.The loss of practice discourses is mainly reflected in the individual discourse level.These are typically manifested in the loss of teachers' discourse,the universal humanistic expression of students' discourse,and the critical carnival of public discourse.The fifth chapter comes down to the construction:the development trend of Chinese curriculum discourse.The construction of Chinese curriculum discourse is mainly reflected in two aspects.Firstly,the paper puts forward some construction concepts of Chinese curriculum discourse.The construction ideas mainly include these aspects:we should deconstruct hegemonic curriculum discourse,construct diversified and balanced curriculum discourse;we should reflect western curriculum discourse and construct local curriculum discourse;we should stipulate the individual curriculum discourse and advocate the overall curriculum discourse.Secondly,the paper puts forward some construction strategies of Chinese curriculum discourse.Specifically speaking,we should emphasize multivariate integration of student,the society and knowledge in the course goal;we should attach importance to the excellent traditional cultural classics,integrate the core values,be based on and transcending the life orientation in the course contents;we should pay attention to the use of language,promote equal dialogue,and achieve appropriate horizons integration in classroom teaching. |
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