This paper attempts to analyze the negative impact of educational internationalization on the national cultural traditions of third world countries and its reasons, and analyze the role that comparative education can play. Answer: (1) In the process of internationalization of education, third world countries are mainly at a disadvantage, which has a negative impact on the inheritance and innovation of national traditional culture in third world countries.

(2) The reasons why the third world countries are at a disadvantage:

First of all, many third world countries were completely or partially colonized by western countries, and their modern school systems were established according to the western model. Although the third world countries became independent after the Second World War, the adoption of the western-style education system made the third world countries still have a dependence on the western countries. The internationalization of education further strengthens this dependence on education. Secondly, after World War II, western countries have continuously strengthened their cultural infiltration into third world countries through various educational exchanges and educational assistance. The internationalization of education often includes this process of cultural infiltration through education. Thirdly, the internationalization of education has not only brought about changes in educational concepts and modes worldwide, but also brought about the establishment of the dominant position of western educational research paradigms in international academic forums.

(3) Comparative education should strive to:

(1) Enhance local awareness and learn western education on the basis of local education.

② Through comparative education research, we should try our best to awaken the national consciousness of Chinese educational researchers and educators and enhance their sense of historical responsibility in revitalizing national culture.

③ Strive to build a paradigm of educational science in China.

④ Go deep into the real social life, and explore the living growth point of localization of educational science from those educational practice activities that widely exist in people's daily life.