On The Formation Of Chinese Pedagogical School

On the basis of investigating the connotation, characteristics and signs of the formation of Chinese pedagogical school, the dissertation makes research on the necessity and possibility of the formation of Chinese pedagogical school. By the study of these aspects, the paper attempts to explore the ways and safeguards of the formation of Chinese pedagogical school.Chinese pedagogical school emerged from the process of development of Chinese pedagogy. Chinese pedagogists have different views on the discipline development of pedagogy and practice, thus they form academic communities which focus on the paradigm of knowledge and practice. It has four fundamental characteristics:the subject of study is Chinese pedagogists, the object of study is Chinese pedagogy, the basis of study is local educational practice, the word of study is national language in China. Meanwhile, its formation also has four signs:excellent academic leaders of Chinese pedagogical school, heterogeneous and complementary school members, common paradigm, original research achievements.Chinese pedagogical school is not only an inevitable requirement of academic prosperity, but also an objective requirement of the subject construction, and the practical requirement of the current educational reform and development, the urgent requirement of the development of Chinese pedagogical researchers as well. The political atmosphere of respecting teachers, technology and education, loose and free academic environment, cultural, educational tradition offers the historical possibility for the formation of the Chinese pedagogical School; The awareness and try of Chinese pedagogical researchers is the real possibility of the formation of Chinese pedagogical school.The dissertation explores four ways of the formation of Chinese pedagogical school:First, standing Chinese ground and forming the original discipline theory as to strengthen the unitarily of Chinese pedagogy; Second, establishing the discipline of Chinese pedagogy on the basis of understanding it. Third, calling for practical concern on the real educational context from Chinese pedagogical researchers, it contains life care and human care, and reality concern and ultimate concern; Four, upgrading the qualities of Chinese pedagogical researchers. It need four safeguards:to be adhere to the correct orientation of concept, to reform the existing organizational mechanisms, to encourage a wide range of academic discussions, to form the perfect evaluation criteria.