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HOU Huaiyin, YUAN Zuoye. Research on the Construction of Discipline System,Academic System and Discourse System of Teacher Education in China[J]. Journal of Teacher Education.
Citation: HOU Huaiyin, YUAN Zuoye. Research on the Construction of Discipline System,Academic System and Discourse System of Teacher Education in China[J]. Journal of Teacher Education.
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Research on the Construction of Discipline System,Academic System and Discourse System of Teacher Education in China

  • 1. School of Education Science, Shanxi University, Taiyuan 030006, China;

  • 2. Faculty of Education, Shaanxi Normal University, Xi'an 710062, China

More Information

  • MSC: G650

  • The discipline system,academic system and discourse system of teacher education are not only the organic composition of teacher education,but also the existence of mutual generation and complement each other. Strengthening the construction of “three systems” is an important measure to promote the high-quality development of teacher education. At present,the construction of the discipline system of teacher education in China has changed from single structure to stereoscopic structure,the construction of the academic system of teacher education has changed from tracing the academic source to the pluralistic order,and the construction of the discourse system of teacher education has changed from the discourse transformstion to the discourse consciousness. While making certain progress in the construction of the discipline system,academic system and discourse system,there are also urgent problems in the following three aspects: the construction stance needs to be firmer,the goal of construction needs to be clearer,the level of construction needs to be further improved. Based on the above problems,the construction of the discipline system,academic system and discourse system of teacher education in China should be carried out from four aspects: Strengthening the top-level design and promote the construction of the “three systems” of teacher education. Expanding the discipline system of teacher education based on the discipline characteristics. Adhereing to the solid foundation and breaking new ground to improve the academic system of teacher education. Rooting in Chinese practice to innovate the discourse system of teacher education.

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Research on the Construction of Discipline System,Academic System and Discourse System of Teacher Education in China

Abstract: 

The discipline system,academic system and discourse system of teacher education are not only the organic composition of teacher education,but also the existence of mutual generation and complement each other. Strengthening the construction of “three systems” is an important measure to promote the high-quality development of teacher education. At present,the construction of the discipline system of teacher education in China has changed from single structure to stereoscopic structure,the construction of the academic system of teacher education has changed from tracing the academic source to the pluralistic order,and the construction of the discourse system of teacher education has changed from the discourse transformstion to the discourse consciousness. While making certain progress in the construction of the discipline system,academic system and discourse system,there are also urgent problems in the following three aspects: the construction stance needs to be firmer,the goal of construction needs to be clearer,the level of construction needs to be further improved. Based on the above problems,the construction of the discipline system,academic system and discourse system of teacher education in China should be carried out from four aspects: Strengthening the top-level design and promote the construction of the “three systems” of teacher education. Expanding the discipline system of teacher education based on the discipline characteristics. Adhereing to the solid foundation and breaking new ground to improve the academic system of teacher education. Rooting in Chinese practice to innovate the discourse system of teacher education.

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