Discourse Analysis Of The Preschool Education Policy Text In Chongqing City

Since the founding of the PRC, especially implementing the reform and opening up policy, great changes have taken place in our country, and preschool education has also faced new development opportunities. The changes of the society have put forward higher and newer requirements of the local preschool education in China, and the development of the practice necessarily require certain corresponding new policy discourse system. The policy discourse of the local preschool education reflects the need of what kind of preschool education, and how to develop the local preschool education. Therefore, the text of the local preschool education policy since the founding of the PRC has acted as a mirror of reflecting the preschool education discourse practice.This paper collects the city level preschool education policy text from the year 1949 to 2014 in Chongqing through the library of Chongqing, Chongqing Archives, Chongqing Hall public archives information network, the Chongqing city preschool education network and other ways. It adopts the method of random sampling, extracting 51 samples of them as the object of study in discourse analysis.Based on the development of China’s preschool education policy, the development of Chongqing preschool education is divided into five stages, adopting Fairclough’s three dimensions analysis model, to make discourse analysis of the five stages of Chongqing preschool education policy. Through deep analysis of the local preschool education policy text in Chongqing, it concludes features of the discourse changes of the local preschool education policy text, the problems and influence factors, which explores to carry out feasible suggestions for improving the current text of local preschool education policy in China.This paper is divided into four parts:Part one:the theoretical basis of the discourse analysis of the preschool education policy, which is mainly about the path and elements from the theoretical level to interpret the policy text and to make discourse analysis.Part two:based on detailed discourse analysis of the five stages of the preschool education policy in Chongqing, it explores the historical background of the changes of the local preschool education policy, and text policy behind the discourse order. It mainly takes our country’s preschool education policy orientation as the basis, and it divides the development of preschool education in Chongqing into the following five stages:the first stage is the initial stage of the development of preschool education (from 1949 to 1965); The second stage is the development of preschool education stagnation period (from 1966 to 1976); the third stage is the recovery period of preschool education (from 1977 to 1992); the fourth stage is the period of steady development of preschool education (from 1993 to 2009); the fifth stage is the rapid development of preschool education (since 2010). Then, based on Fairclough’s discourse analysis theory, it makes the discourse analysis of the preschool education related policy text in three aspects:the social context, text characteristics, and discourse practice.Part three:through the analysis of the local preschool education policy text, it concludes features of the discourse changes of the policy text, the problems and influence factors. It is mainly to conclude the local preschool education policy discourse with the characteristics of continuity, consistency, development and breakthrough. It analyzes the problems existing in the local preschool education policy, such as management anomie in the preschool education from the administrative system aspect; relevant policies lack of connection and forming a complete set; preschool education policies remains single, obscure, and lack of explicit connotation, etc. Combined with existing research, it holds that the position of the nature and function of local preschool education is vague; the stakeholders of preschool education do not express their opinions; the value of policy discourse is ambiguity; relevant departments lack of planning and coordination; the operation guarantee deficiency of the policy discourse, and so on. All above are the main causes of the existing problems.Part four, combined with the reality and relevant experience, this paper proposes the following suggestions:strengthen the self-construction, and make clear policy; strengthen the government functions, and ensure the effective implementation of security policy; improve the comprehensive preschool education policy and strengthen policy implementation...