Discourse Analysis Of The Primary School-oriented Early Childhood Education

In order to explore how the primary school-oriented early childhood education discourse is socially constructed,this study,basing on the theory of sociology of knowledge,analyses the primary school-oriented early childhood education discourse from the text,discourse practice and sociocultural practice through the discourse theory of scholar Norman Fairclough.The following conclusions are obtained by the research:Primary school discourse is the product of specific historical culture.It is always in a process of continuous construction and the power of discourse is constantly enhanced.The national discourse is not only qualitative to the primary school-oriented early childhood education,but also has made explicit provisions on how to govern it.Local governments at all levels will inherit and reconstruct the national discourse according to the actual conditions of the region,thus the local discourse makes various intertextuality with the national discourse.Under the current situation of correcting and prohibiting the popularization of primary school-oriented early childhood education administrative discourse,preschool teachers,business organizations and other social entities are actively constructing multiple meanings for primary school-oriented early childhood education discourse and finding rational reasons for self talk.The three kinds of main power including administrative discourse,academic discourse and discourse practice(including teacher's discourse and commercial discourse)are fighting for the rights of definition of the primary school-oriented early childhood education,reconstruction of the current discourse order and the promotion of the realization of their own interests.In this game of power,the primary school-oriented early childhood education becomes the ideology.