The Pedagogy Discourse Construction In The Early Republic Of China And Its Methodology Research

Discourse of pedagogy is a kind of valuable and functional significance association, which is the basic standard and mark in the subject’ development process,and which is formed in a given social circumstance and cultural consciousness. This article firstly attempts to combine pedagogys’primary (i.e., early Republic of China) discourse existing state,then focus on the basic of the construction path and its changeable significance.Finally, treating this path as traditional dimension, discussing its implication of methodological significance, especially its contribution to the modern pedagogy. The analysis focus on heterogeneous discourse interaction,fission and polymerizati on process of the pedagogy discourse in the early Republic of China. From the perspective of methodology,we concern about period’discourse containing the way of thinking, the premise and value orientation of education, in order to provide reference for today’s development and future trend of pedagogy.This paper’main content is divided into three parts:The first part described the existence of pedagogy discourse in early Republic of China. Mainly based on the horizontal dimension,doing research on the characteristic of this period’s pedagogy discourse. China’ pedagogy was born in the early of the Republic of China, which provided the unique space,including a new political planning, the changes of the Confucian values,international situation and the americans facing catastrophic identity crisis.All these factors of this period make contribution to the richness and complexity of pedagogy discourse. This period’s pedagogy discourse had double orientation, one of which is "education science","education democracy" dialogue group, as a representative of the new pedagogy discourse, and the other including the traditional pedagogy discourse existing in the new education framework of discourse meanings. The core of the pedagogy discourse and multiple state also reflected the development of the structure of the pedagogy’s mixing characteristics.The second part mainly discusses the construction of pedagogy discourse path and meaning changes in the early Republic of China. This part is based on the vertical dimension.After Chinese and foreign cultural’s primary met,the two party produced a series of significance conflicts, then the main party got fission in the form of modern significance.The "learning" discourse is the core of traditional discourse,which is replaced by "education" discourse,"science" and "democracy" and other local endogenous discourse,getting saving significance in the collision with foreign discourse. Then "education" met "democracy" and "scientific",and create a new pedagogy discourse. This process has abandon traditional education structure and education content,which focused on the rational subject but not moral individual.The third part explored methodological significance of the construction in the early Republic of China’s pedagogy discourse.Based on the present, thinking about the early Republic of China’s construction experience and significance to the modern pedagogy,revealing the traditional view from methodology.Then showing the period that contains the pedagogy discourse construction of value change,education saving the default of native, and foreign orientation by not according to the terms and other factors.Finally,we concerned on these factors concerning the reconstruction of the education’s own logic,including education theme, education subject, education knowledge mode,and education orientation, basic elements of the change. Eventually,focusing on the way to the development of education.