Discourse Production of New High School Curriculum Reform on the Media
Taking four kinds of national newspapers, including China Education Daily, China Teacher, People”s Daily and Guangming Daily as cases, this study focuses on the discourse production practice of the New High School Curriculum Reform in the mainland on mass media,and examines how media discourse shapes the curriculum reform.To answer this question, I synthetically use Fairclough”s framework of critical discourse analysis, Lasswell”s framework of social communication and Johnson and Lakoff”s cognitive metaphor theory.With the text analysis of 117 coverages related to the New High School Curriculum Reform in the four newspapers in the policy process from 2000 to 2015, this study shows that: (a) in terms of content and theme, media coverages on this curriculum reform keep pace with the advancing policy process;(b) by constructing the metaphor of ”curriculum reform as war” with a series of coherent concepts, medias use a set of ”persuasive” words in order to persuade public to accept and devote to the New Curriculum Reform;(c) in the coverages on the New Curriculum Reform, different discourse subjects have made different voices and played different roles.These findings reveal the media”s role in the policy process of curriculum reform, providing public with a mass of knowledge and opinions about high school, secondary education and curriculum reform, and influencing to promotion of curriculum reform positively or negatively.However, rational discourse of professional researchers has not fully played its due role.
curriculum reform educational reform mass media policy process discourse analysis metaphor and cognition
HUANG Shan
Institute of Curriculum and Instruction, East China Normal University
国内会议
上海
英文
194-207
2015-11-06（万方平台首次上网日期，不代表论文的发表时间）