Research On The Existence Of Pedagogy In Chinese Universities

This paper understands “existence” from the three dimensions of “time,space,function”.This paper make a comprehensive and systematic study of the existence of pedagogy in Chinese universities.The specific content includes the following aspects:Firstly,the existence of carriers and ways of pedagogy.The existence of pedagogy in a university has a way of being a course,as a profession,as a discipline and the Department of Education as a carrier.These three ways of existence are closely related and inseparable,and together with the Department of Education form the internal structure of the pedagogy discipline.Secondly,tracing back the history of pedagogy in Chinese universities.The existence of pedagogy in Chinese universities can be divided into six stages: the first stage(1901-1921),which existed in the superior grade teacher school as a curriculum;the second stage(1922-1949),which existed diversely,mainly distributed in comprehensive universities;the third stage(1950-1965),which mainly existed in higher normal schools;the fourth stage of destruction(1966-1977);the fifth stage of restoration and reconstruction on pedagogy(1978-1999);the sixth stage of the rapid growth of pedagogy(2000 to present).From the simple teacher training to the research on education,until the internal and external construction of discipline development,and the formation of “educational academic community”,its existence in the university has experienced the logic of “teacher training” “academic learning” “academic individual” and the form of “curriculum” “discipline”and “subject”.Thirdly,describing the situation of pedagogy in Chinese universities.Judging from the presence of carrier of pedagogy in the university,the rich pedagogy titles contains different expectations of different universities for pedagogy.These phenomenon line with the national,social and local cultivating goals and development orientation of university pedagogy.It isclosely related to it's own institutional settings,reflecting the changes in internal and external conditions and environments,reflecting the diversity of educational attributes and functions.From the disciplinary recognition of education,its peer recognition within the discipline,recognition of outsiders between disciplines,and social recognition outside the discipline still need to be improved.From the perspective of the external environment,under the background of the “double first-class” policy and the comprehensive reform of normal colleges,the existence of pedagogy in the comprehensive university has being “controversial”,and advantages existed in the normal university are gradually reducing,besides,there is a large distribution gap in different regions of universities' pedagogy.Fourthly,explaining the values of pedagogy in Chinese universities.In terms of educating people's value,pedagogy can promote teachers to deepen their educational research,improve the professional quality of educational administrators,and strengthen the quality of personnel training at different levels;In terms of knowledge updating and discipline strengthening,existing in the college can promote the accumulation of pedagogical knowledge,form the research norms,establish evaluation standards for pedagogy,inherit the discipline culture of pedagogy;In terms of social service value,pedagogy can guide the practice of education,optimize university governance,and provide decision-making consultation.In this way highlights pedagogy's existence values.Fifthly,ensuring the existence values realization in Chinese universities.The universities pedagogy discipline should learn from historical experiences which include rationally plan the distribution of the department of education,accurately set the cultivating aims and discipline system of pedagogy,and attach importance to the development model of pedagogy.In accordance with the policy guides,domestic universities pedagogy should establish cooperative relations with foreign university education disciplines actively,and learn their strengths;in this way,we will establish the discipline self-confidence of pedagogy and give full play to the characteristics oftraining teachers in the normal universities and interdisciplinary interactions in comprehensive universities.