Research on the Construction of Value Discourse of Teacher Education Policy in China-Based on the Text Analysis of Teacher Education Policy from 1978 to 2021
From the theoretical perspective of critical discourse analy-sis,the production process of teacher education policy is essentially the construction of value discourse in the text of teacher education policy.With the help of the classification method of Harold Lasswell's policy value sys-tem and the model of Mcdonald's policy tool,this paper constructs a two-dimensional framework of policy tool-value for value discourse analysis based on the coding analysis of 554 articles of teacher education policy is-sued from 1978 to 2021 in China.The research finds out that China's teacher education policy has gone through four stages,namely,the stage of restoration and adjustment(1978-1984),the stage of system reform(1985-1995),the stage of professional development(1996-2005)and the stage of characteristic construction(2006-2021)and has realized the value direction transformation from economy,politics,knowledge to tech-nique.During the process,problems are increasingly prominent such as the text value goal deviates from the ought-to-be value goal,the policy tool is unitary,the value structure is unbalanced and the high position value lacks.To realize the scientific formulation of teacher education policy and to promote the establishment of a discourse system for teacher education policy with Chinese characteristics,China's teacher education policy in the future should reconstruct the value discourse from four aspects:promoting the pos-itive agreement between the text value goal and the ought-to-be value goal,strengthening the effective coordination between the explicit tool and the im-plicit tool,ensuring the balanced distribution of the entity value and the symbolic value,and realizing the harmonious unity between the individual value and the social value.
Teacher Education PolicyValue DiscoursePolicy ToolText AnalysisSocial Construction
NETL
NSTL
万方数据
