Disciplinary And Theoretic Reconstruction

Educational discourse explicates the role education plays in the disciplinary fields.The progress of education is acknowledged as an under forming issue, accounting foreducational discourse system remaining unformed. Therefore, education discourse shouldtake the obligation to protect the exclusive researching fields of education by rebuildingthe discourse system.As an independent discipline, education has made remarkable progress concerningbasic theoretic issues such as its research objects, quality, educational theory and practicein the past30years. In1990s, professor Ye Lan focused on studying education itself with agroup of researchers, which was named the. Ye Lan advocated that studies undertaken atpresent were for tomorrow’s rethinking. Nowadays, education is influenced by the impactof multi-cultural and the rise of new interdisciplinary, such as educational anthropology,educational politics, educational culturology and so on, which questions the standpoint ofeducation as a discipline and the relationship between education and other disciplines orinternal education. Education has been involved in cultural reintegration and it t requireseducation not only characterizes itself by its heterogeneous and irreplaceable value; butrecalls educational autonomy to reach interdependence, mutual promotion and guidance ofvalue between educational theory and practice.In this paper, the argumentation framework includes five successive parts as follows:The introductory section. This section focuses on elaborating current researchfoundation by studying the origin of the problem, the literature review, researchsignificance and scientific methods.The first chapter is “The relevant concepts of self-discipline in educational discourse”.The descriptive definitions of the concept involved in the study are designed to clarify theassociations and boundaries among diverse concepts, such as discourse, educationaldiscourse and self-discipline, which determine the scope of the study.The second chapter is “A review on the self-discipline of the Chinese educationaldiscourse over the past30years”. In this chapter, analysis will base on specifying thewritings, journals, magazines and academic debates, thereby providing evidence for theinevitable trend of educational discourse’s self-discipline.The third chapter is “Reconstruction of educational discourse’s self-discipline system”.It consists of three aspects: goal setting, internal organizational system of educationaldiscourse’s self-discipline and tension needed in self-discipline.Finally, it drives to the conclusion of the article. The purpose of this part is to complete a summary and reflection in the whole.This thesis aims to confront the current difficulties that Chinese educational discoursesuffers, seek an empirical rule for promoting the process of education discourse’sself-discipline.