The Meta-analysis Of Pedagogy Textbooks In China Since The Founding Of The People’s Republic Of China

Since the 21 st century,with the continuous development of normal education in our country,the construction of pedagogy textbooks has also entered a period of vigorous development.The number of editions of pedagogy textbooks today can be described as ‘full of sweat and cows’.The arrangement of such a vast array of pedagogy textbooks has always been more common than individual.Although innovation is advocated,innovation is only seen in form,but it is difficult to see innovation in content and logic,but it is difficult to break through the framework of traditional pedagogy.At the same time,the deepening of educational scientific research has also prompted us to examine the scientific development of pedagogy.Since the reflection on metapedagogy in the 1990 s,the thinking on pedagogy itself has also been deepening.This research uses meta-pedagogy as the theoretical basis,and selects 102 texts of pedagogy textbooks published by People’s Education Press,Higher Education Press,and Education Science Press since the founding of the People’s Republic of China,as well as works by related foreign educators.Conduct reflective analysis.The text processing software mainly uses Nvivo 11 for statistics and word frequency analysis.The main framework is based on the internal logic of the ‘points’,‘lines’ and‘surfaces’ of the pedagogy textbooks.The discourse system unfolds in these three aspects.From the perspective of meta-pedagogy,it sorts out the development track of pedagogy textbooks since the founding of the People’s Republic of China,compares the ‘similarities and small differences’ of pedagogy textbooks,and compares and analyzes the works of foreign educators,and reflects on the development of pedagogy in my country.Based on the above background and research methods,the first part of this article is formed,that is,the meta-pedagogy research perspective of this article is explained,and then this article focuses on the following three aspects of the study of pedagogy textbooks:The first is an analysis of the logical starting point of pedagogy textbooks.This chapter uses the first chapter of the textbook or the introduction(introduction)as the analysis text,summarizes the development and changes of the logical starting point of many domestic textbooks,and supplements the logical starting point of the works of foreign educators as a comparative analysis.The second is the analysis of the theoretical system of pedagogy textbooks.This chapter uses the catalog of pedagogy textbooks as the analysis text,starting with the number of chapters and categories of pedagogy textbooks,that is,the way of expression,to explore the internal logical connection of the theoretical system of the textbooks,and find that most of the textbooks are still based on the Kairov pedagogy textbooks.The ‘four major sectors’ of China have increased and decreased,but some new sectors have also emerged,such as education reform and informatization.Finally,the language analysis of pedagogy textbooks.This chapter mainly takes the concepts and propositions in the textbook as the analysis text,analyzes the definition form of the pedagogy concept and the coverage of the proposition,and concludes that the pedagogy textbook focuses on the substantive definition in the concept,and the descriptive definition of the concept develops with the times,Prescriptive definitions are decreasing,while programmatic definitions are increasing.In terms of propositions,the content involved in pedagogy textbooks reflects the characteristics of the times,such as the educational policy and the expression of educational goals.It can be seen from this that although pedagogy textbooks have experienced a new situation from imitation to creation,they still use the framework of Kairov pedagogy in terms of content and framework,but there are small differences under this ‘university’.New concepts and propositions such as education legislation and education evaluation are integrated into the original system.Taking pedagogy textbooks as the entry point to explore the scientific way of pedagogy,and the reconstruction of pedagogy textbooks will still require continuous advancement and innovation of the majority of educators in the future.The construction of pedagogy textbooks plays an important role as part of teacher education.How to compile textbooks suitable for teachers’ teaching and students’ learning is still an important issue.It can not only show the theory of pedagogy,but also be used by students in educational practice.It is the ultimate goal of textbook construction.