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Postmodern view of knowledge and basic education curriculum reform reasonable relationship

Author: ZhangRuiYing
Tutor: HaoWenWu
School: Shaanxi Normal University
Course: Principles of Education
Keywords: Postmodern view of knowledge Basic Education Curriculum Reform Rationality Limitation
CLC: G632.3
Type: Master's thesis
Year: 2008
Downloads: 374
Quote: 4
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Abstract


Basic education reform is a hot issue for the current field of education, theoretically debated practical difficulties. Some have argued that with post-modern view of knowledge to guide China's basic education reform, and some people think that the postmodern view of knowledge to guide the reform of basic education in China does not meet the conditions of our country, we must adhere to the teaching of Knowledge Concept of educational practice. This article view of knowledge compared with the neoclassical view of knowledge, scientism, macro discusses the main content of the post-modern view of knowledge and its based on the post-modern educational philosophy. At the same time, before the new curriculum reform, in a dominant position in the teaching of the Knowledge View of China's basic education major contribution to their problems. Finally, noting that the postmodern view of knowledge is the main reason for the introduction of China's basic education reform and education researchers debate issues, elaborate on the relationship between the post-modern view of knowledge with the reform of China's basic education, dialectical analysis of the post-modern concept of knowledge on China basic education reform and limitations of our the Marxist dialectical way of thinking to guide the reform of basic education practice. This paper is divided into three parts: the first part of the macro expounded the meaning of post-modernism, post-modern epistemology. Compared with the neoclassical view of knowledge, scientism view of knowledge, discussed in detail the post-modern view of knowledge and the neoclassical view of knowledge, scientism view of knowledge in the concept of the nature of knowledge, of truth, values, concept distinction clarifies the main content of the post-modern view of knowledge. The second part discusses the postmodern concept of knowledge on education reform. Neoclassical view of knowledge, of scientism knowledge concept comparison cut from school educational goals, curriculum, teaching, teachers and students view the postmodern view of knowledge of world education reform. Macro analysis in a dominant position in the teaching of the Knowledge View main contribution of basic education in China and the main problem, pointed out that the post-modern view of knowledge is the main reason of the introduction of the new curriculum reform in China, and analysis of the major educational philosophy of the new curriculum reform and after consistent aspect of the modern educational philosophy and inconsistent aspects. The third part pointed out that the focus of the current educational researchers debate is the question of \Dialectical analysis of the post-modern view of knowledge of China's basic education reform and limitations. From the enthusiasm of view, the pursuit of post-modern view of knowledge of subjectivity, critical, creative, participatory and social responsibility characteristics, in line with the market economy in China's pursuit of talent; courses required to break the split relationship between the disciplines advocated disciplinary boundaries integration across not only hit the existence of curriculum issues vital and basic education reform in line with the world trend; emphasis on teaching students to experience, to get rid of teachers, textbook authority, opposed to the intellectual hegemony of respect for students say, encourage learners to post new point of view, it is beneficial to develop learners 'active learning capacity and ability to create; teacher-student relationship, both against the Teachers' Centre, also objected to the student center, advocated between teachers and students, \dialogue \Negative, post-modern view of knowledge is firmly opposed to the \there is no standard, no \. Conclusion: Education reform is a long-term, complex career. Any theory, although it sounds wonderful, but has its own rationality and limitations. We must reject the \The same time, we must make full use of the modernist view of knowledge, as a boycott of its limitations, the effective implementation of efforts to make the educational philosophy of the new curriculum reform.

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