The Study On The School Uniform Of Middle And Primary School Students With The Approach Of Knowledge

Costume is a language, which conveys the mainstream spirit, fashion trait,aesthetic concept, technical and economic level of certain time. As costume, schooluniform not merely has the connotation of costume, but also reflects the educationviews of a time and a school's distinctive culture features and school-runningphilosophy. However, influenced by industrial culture, the cultural values of schooluniforms are depreciated and lose the self-reflection and creativity, whereas representthe discipline and control. Then how do school uniforms enter schools and becomeknowledge of education? How do they influence the students? This thesis makes astudy on school uniform text with the approach of knowledge, and it reveals theimplications through the exploring the relationship with other school texts.This thesis finds that the school uniforms transcend the cultural connotations ascostume and have become the discourse carrier, which links with other kinds ofdiscourses. Actually the school uniforms convey the influences on school educationby the standardization and unification of the industrial time. Thus when the schooluniforms are put on the students, it seems that they have become the symbol of thevarious ceremonies, and the representative of power will and in fact, are the disciplineand control of the students. Furtherly, this thesis explores the discipline technologyand internal mechanism exerted by school uniforms. Actually the unified school dressreflects the thought of"great unification"in the traditional Chinese culture and rootsin the notion of the technical rationality. The school uniforms required by middle andprimary schools maintain the education view of the Chinese traditional social standardand the unitary value of industrial culture.School uniforms should be distinctive as specific displays of school cultures andschool-running philosophies. Faced with the colorful personalities and distinctive andlively individuals in the context of the current multi-culture, school cultures shouldnot be one stereotype but versatile and colourful. The evaluation of the educationvalues should not be stuck with the old unified model and steps into a diversificationera, and then comfort with the teaching practice and the students'personalitydevelopment. The Diversification of school cultures created in the teaching practiceshould be guided by the school-based thought and promote the versatile personalities on the school-based route.