Rebuilding the paradigm of China's pedagogy is not "gilding the lily" in the development of China's pedagogy without any foundation, but all efforts are ultimately directed to the generation of "China's pedagogy". The formation of any pedagogy is by no means out of thin air, and it must be based on the establishment of schools. School is an important part of the discipline's own structure, and its formation process is also the development process of the discipline itself. No matter from a country, a discipline or the world, if the development of a discipline lacks the formation of schools, it will inevitably lack the strong support and cohesion of a common language. There are three basic standards to measure the schools of pedagogy in contemporary China: first, based on the research on the basic and major issues of contemporary China education, basic and important educational theories, ideas and concepts are formed, which meet the needs of the spirit of the times and the development of modern people's quality; Secondly, its educational theory, thoughts and ideas are scientific, rigorous, systematic, continuous and sustainable; Third, its theory, ideas and ideas have been proved to be feasible and effective through long-term practice, which has had a significant and positive impact on practice.
It should be said that the establishment of China Pedagogy School is not only the need of social and human development for new educational ideas and deepening the understanding of educational phenomena, but also the need of perfecting and developing China's pedagogy system and educational practice. At the same time, however, we should also see that the deep roots of the empty field of China pedagogy school are the rupture of pioneering research, the fragmentation of theoretical system, the randomness of research direction, the lack of courage and motivation to create schools, the worship of foreign things in academic orientation and the indifference of academic norms. Specifically, the school consciousness of pedagogy should be reflected in two basic levels: first, pedagogy, as a discipline group, has independent research fields, academic status, value system and methods and strategies compared with other discipline groups; Secondly, within the educational discipline group, various schools of thought, theoretical theories and practical models are colorful, showing not only integrity, systematicness and continuity, but also differences, diversity and richness. They constantly collide, negotiate, communicate and talk with each other, and have inherent vitality, criticism and potential for sustainable development. Obviously, the establishment of China pedagogy school will certainly contribute to the construction and reconstruction of pedagogy paradigm and promote the final generation of China pedagogy. In addition, it is also very important to integrate the consciousness of tolerance and criticism, independence and integration, reality and academic history into the creation of China pedagogy schools.
Exploration of the Current Schools of Pedagogy in China
Dr. Li Zhengtao from East China Normal University pointed out that a school should have at least three basic conditions and characteristics: first, the representativeness of people and the group nature of research; Second, the consistency of position and development context; Third, the independence of theory and the dialogue in development. There are three types of school creation: constructive creation and gradual creation, transplanting creation and endogenous creation, theoretical creation and practical creation. [ 15]
While agreeing with the above viewpoints, the author believes that there are three basic standards to measure the contemporary China pedagogy school: first, based on the research on the basic problems and major topics of contemporary China education, basic and important educational theories, ideas and concepts have been formed, which meet the needs of the spirit of the times and the development of modern people's quality; Secondly, its educational theory, ideas and concepts are scientific, rigorous, systematic, continuous and sustainable. Third, its theory, ideas and ideas have been proved to be feasible and effective through long-term practice, which has had a significant and positive impact on practice. Based on these three articles, within the author's very limited observation field, this paper gives several schools that are currently forming in the reform of basic education in China as examples of the exploration of China's pedagogy school.
"Subject Education School"
There are good reasons to call the theory of subject education "the school of subject education". Subjective education theory is the school that best reflects the construction and development of China's pedagogy theory since 1980s. This is not only because the theory of subject education was put forward earlier and more people participated in the research, but also because the theoretical system has been enriched and improved after a long period of experimental research. More importantly, the research on subject education came into being during the period of reform and opening up in China. Its main purpose is to solve the problem of people's modernization and try to find a realistic way for the modernization of education in China and the improvement of people's modern quality in China.
The research of subject education has gone through three stages. [16] After these three stages, we can clearly see that the theory of subject education is based on the practical problems of China's education, especially the fundamental problems of the quality development of our people. It is a comprehensive, in-depth and comprehensive educational thought experiment, which is becoming an open, developing and dynamic educational theory at present, and has a comprehensive and profound impact on the daily educational life of schools at all levels, guiding and perfecting it.
"School of Life and Practice"
In recent ten years, the academic community of "New Basic Education" headed by Professor Ye Lan of East China Normal University has taken "life" as the foundation of education and the source of pedagogy research, based on the local and original research of China pedagogy, and paid attention to the real growth of "concrete people" in educational practice, thus starting the exploration journey of "Life Practice School". Adhering to the historical responsibility and mission of the times to promote the exploratory and developmental research of basic education in contemporary China, the school of life practice organically integrates the pedagogy research based on the orientation of life value with the educational experiment exploration based on the dynamic generation of life, pays attention to adjusting and reforming the methodology of educational scientific research and the way of thinking of researchers according to specific educational theories and practices, pays attention to the continuous reflection and construction of researchers' own academic life, and emphasizes that pedagogy research needs great wisdom, great love and great realm, thus forming a contemporary era.
In the new period of social transformation and century change, the construction and development of China pedagogy school urgently needs a group of prophets. As Professor Ye Lan pointed out: "Education has distinct sociality and vitality. Human life is the cornerstone of education, and life is the source of pedagogy thinking. In a sense, education is a social activity to directly face people's lives and improve their quality of life through people's lives. It is the cause that best reflects life care in a people-oriented society. " Pedagogy is not only the knowledge of life or practice, but also the knowledge based on life and practice. "My ideal academic space serves two basic goals: one is to pursue the development of China's pedagogy theory in the 2 1 century. The second is to promote the construction of the ranks of educators in China. " [ 17]
"New Education School"
The persistent pursuit and exploration of pedagogy school not only reflects the needs of the development of the times, but also reflects the educational aspirations, ideals and beliefs of researchers and their fellow travelers. This is the case with the "new education experiment". As the advocates of "new education" think, we are facing an era of "calling for educational schools". Although people have different opinions on the term "educational school", we have to admit that "new educational experiment" will probably become an important prerequisite for the birth of "new educational school". [ 18]
Today, pragmatism and utilitarianism are popular, and when teaching and reading are becoming a series of stylized, standardized and rigid daily life, idealistic education or educational idealism will surely bring more hope, vision, belief and strength to the development of education in China. In today's China, the reality of educational ideal needs to be organically combined with the ideal of educational reality, otherwise, it is difficult to achieve balanced and harmonious development of education in China. "New Education" is not only a dream, but also an active proposition and thought based on China's educational reality, and a strategy that can be put into practice. May the "new educational experiment" leave a solid mark on the road of cultivating and building China's educational "spiritual home". /user 1/xuepai/archives/2006/34263 . html