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| Review and prospect: the development of pedagogy branch disciplines in 70 years in the People′s Republic of China |
| ZHANG Zhonghua, NI Mengjuan |
| （School of Teacher Education, Jiangsu University, Zhenjiang 212013, China） |
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Abstract After a short period of educational reform, pedagogy branch disciplines in the People′s Republic of China (PRC) began to comprehensively study the Soviet Union. And after the comprehensive reflection of the Soviet Union′s educational experience, pedagogy branch disciplines began to explore Chinese characteristics. Since the reform and opening up, pedagogy branch disciplines have gradually formed a branch group of pedagogy with Chinese characteristics after the restoration and reconstruction, based on the local and innovative development. In the past 70 years, the development of pedagogy branch disciplines has reflected characteristics, including the alternations between the introduction of learning and independent creation, the dialectical unity of discipline logic and external logic, and the fact that educational practice drives the development of educational disciplines. However, there are still some problems in the development of pedagogy branch disciplines, such as unbalanced development, lack of originality, emphasis on qualitative research and so on. In the future, the development of pedagogy branch disciplines should deal with the imbalance of disciplinary development; correctly handle the relationship between originality and ideology, quantitative and qualitative research; vigorously study the pedagogy meta-research, and enhance the consciousness of disciplinary reflection; strengthen classified research and scientifically build the system of educational disciplines.
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2019, Vol. 13 
