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Conceptualizing 'Pyramid-Hierarchy' Model: Theorizing Educational Policy Discourse System in China

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Title: Conceptualizing 'Pyramid-Hierarchy' Model: Theorizing Educational Policy Discourse System in China
Language: English
Authors: Jian Li, Eryong Xue
Source: Educational Philosophy and Theory. 2024 56(9):863-872.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Educational Policy, Educational Theories, Foreign Countries, Ideology, Discourse Analysis, Discourse Modes, Models, Political Attitudes, Social Systems, Asian Culture, Western Civilization, Policy Analysis
Geographic Terms: China
DOI: 10.1080/00131857.2022.2105694
ISSN: 0013-1857
1469-5812
Abstract: This study aims to conceptualize "Pyramid-hierarchy" model of the educational policy discourse system in China. Education discourse system is the external education expression form of ideological and theoretical system and knowledge system. Constructing the discourse system of educational policy with Chinese characteristics is a system consisting of a series of internal logical relations, including seven levels of discourse foundation, discourse core, discourse mode, discourse attitude, discourse transmission and discourse innovation. The educational policy discourse system with Chinese characteristics draws lessons from several important elements in the meaning of community, namely mutual emotion, mutual dependence, and common action.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1432114
Database: ERIC
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  Value: <anid>AN0178530394;54l01aug.24;2024Jul23.05:08;v2.2.500</anid> <title id="AN0178530394-1">Conceptualizing "Pyramid-hierarchy" model: Theorizing educational policy discourse system in China </title> <p>This study aims to conceptualize "Pyramid-hierarchy" model of the educational policy discourse system in China. Education discourse system is the external education expression form of ideological and theoretical system and knowledge system. Constructing the discourse system of educational policy with Chinese characteristics is a system consisting of a series of internal logical relations, including seven levels of discourse foundation, discourse core, discourse mode, discourse attitude, discourse transmission and discourse innovation. The educational policy discourse system with Chinese characteristics draws lessons from several important elements in the meaning of community, namely mutual emotion, mutual dependence, and common action.</p> <p>Keywords: "Pyramid-hierarchy" model; education policy discourse; China's education system; education reform</p> <hd id="AN0178530394-2">Chinese educational policy discourse system: "Pyramid-hierarchy" model</hd> <p>Discourse system is the external expression form of ideological and theoretical system and knowledge system (Hyatt, [<reflink idref="bib8" id="ref1">8</reflink>]; Monkman & Hoffman, [<reflink idref="bib17" id="ref2">17</reflink>]; O'Neill, [<reflink idref="bib20" id="ref3">20</reflink>]; Reckhow & Tompkins-Stange, [<reflink idref="bib21" id="ref4">21</reflink>]; Wilkins, [<reflink idref="bib27" id="ref5">27</reflink>]; [<reflink idref="bib27" id="ref6">27</reflink>]). R Oral expressions are words, sentence patterns, information carriers or symbols that express certain thoughts, concepts, emotions, theories, knowledge, and culture (Ahl & Marlow, [<reflink idref="bib1" id="ref7">1</reflink>]; Ewoh-Odoyi, [<reflink idref="bib5" id="ref8">5</reflink>]). In other words, thoughts are content and essence, while discourse is form and expression <bold>(</bold>Deng et al., [<reflink idref="bib3" id="ref9">3</reflink>]; Deuel, [<reflink idref="bib4" id="ref10">4</reflink>]; Idrissi et al., [<reflink idref="bib9" id="ref11">9</reflink>]; Mejía-Cáceres et al.,[<reflink idref="bib16" id="ref12">16</reflink>]; Morgan et al.,[<reflink idref="bib18" id="ref13">18</reflink>]; Mulvey, [<reflink idref="bib19" id="ref14">19</reflink>]; Taylor et al., [<reflink idref="bib25" id="ref15">25</reflink>]). Discourse system is the external expression form of ideological and theoretical system and knowledge system, and it is restricted by ideological and theoretical system and knowledge system (Brooks, [<reflink idref="bib2" id="ref16">2</reflink>]; Higgins, [<reflink idref="bib7" id="ref17">7</reflink>]; Jiang, [<reflink idref="bib10" id="ref18">10</reflink>]; Yang et al.,[<reflink idref="bib28" id="ref19">28</reflink>]). What kind of ideological and theoretical system and knowledge system there is, there is what kind of discourse system. In the Oxford English Dictionary, "discourse" means "the exchange of ideas through speech." The construction of the discourse system of this study is based on the community theory, with the discourse system of education policy transformed into the central axis, focusing on the community of education policy and its education policy actions, to try to give new explanatory power to the education policy system <bold>(</bold>Brooks, [<reflink idref="bib2" id="ref20">2</reflink>]; Deuel, [<reflink idref="bib4" id="ref21">4</reflink>]; Higgins, [<reflink idref="bib7" id="ref22">7</reflink>]; Jiang, [<reflink idref="bib10" id="ref23">10</reflink>]; Mulvey, [<reflink idref="bib19" id="ref24">19</reflink>]; Yang et al.,[<reflink idref="bib28" id="ref25">28</reflink>]). General Secretary Xi Jinping pointed out that we should strengthen the construction of discourse system, strive to create new concepts, new categories and new expressions that integrate China and the rest of the world, and strengthen international communication capacity. This clearly put forward the construction of Chinese philosophy and social science discourse system.</p> <p>Thus, the purpose of this study is to construct the educational policy discourse system with Chinese characteristics. Constructing the discourse system of educational policy with Chinese characteristics is a system consisting of a series of internal logical relations, including seven levels of discourse foundation, discourse core, discourse mode, discourse attitude, discourse transmission and discourse innovation (See Figure 1).</p> <p>Graph: Figure 1. ""Pyramid-hierarchy" model: Chinese educational policy discourse system.</p> <hd id="AN0178530394-3">The significance of conceptualizing "Pyramid-hierarchy" model of Chinese education policy dis...</hd> <p>The construction of educational policy discourse system with Chinese characteristics draws lessons from several important elements in the meaning of community, namely mutual emotion, mutual dependence, and common action. Mutual dependence is the background to be considered in the construction of educational policy discourse system with Chinese characteristics, common action is the way to develop social governance, and mutual affection is the value pursued by the construction of educational policy discourse system. At present, there exist some practical problems in the construction of China's educational policy discourse system that cannot completely match China's comprehensive national strength and cannot completely adapt to China's overall strategic situation and international status. Therefore, it is an urgent theoretical and practical problem for China to promote the construction of China's educational policy discourse system and comprehensively enhance China's international discourse power. In the era of globalization, whose discourse system has more moral appeal and ideological penetration, whose discourse can spread and attract people. Therefore, build a global view of China's education policy discourse system should be fully aware "theory of education policy in China" for the premise of the development of Chinese education significance, and to clarify the development of Chinese education science road of world historical significance, but also firmly grasp the original "China education policy discourse" to the significance of the "four confidence", So that "Chinese education policy discourse" in the international arena really occupy a place (Brooks, [<reflink idref="bib2" id="ref26">2</reflink>]; Higgins, [<reflink idref="bib7" id="ref27">7</reflink>]; Jiang, [<reflink idref="bib10" id="ref28">10</reflink>]; Yang et al.,[<reflink idref="bib28" id="ref29">28</reflink>]).</p> <p>At present, it has become normal to control policy discourse exchange, discourse confrontation and discourse blending in the process of globalization. China's education policy is contributing more and more to world education. The advantages of Chinese education development and comprehensive strength have not been effectively transformed into the discourse advantages of Chinese education policy. We attend to pay attention to the construction of Chinese educational policy discourse system and the promotion of discourse power from the strategic level to effectively cope with the western educational policy discourse hegemony. The construction of Chinese educational policy discourse system is gradually formed in the process of answering "Chinese educational policy problems" and "global educational policy problems". At a time of accelerated globalization and transformation of global governance, the most effective way for a country to affirm its dignity is, in addition to its "hard power", its "soft power". The discourse power of education policy is the embodiment of a country's status and influence in the international power structure and an important embodiment of soft power. Its acquisition is not a passive natural process, but an active process, which includes two aspects: "active voice" and "active response". At present, Chinese educational policy must break out of the trap of western educational policy discourse system and "western standard", realize the innovation of Chinese educational policy discourse theory, and construct a new concept, new category and new expression that integrates both Chinese and foreign countries. In the process of discourse system construction, "hard power" is the foundation and guarantee, and "soft power" is an effective breakthrough. In the era of globalization, we need to firmly grasp the power of discourse to clarify the "Path of China's education policy" and interpret the "miracle of China's education policy". First, we need to use the "path of China's education policy" to clarify the "miracle of China's education policy" <bold>(</bold>Deuel, [<reflink idref="bib4" id="ref30">4</reflink>]; Idrissi et al., [<reflink idref="bib9" id="ref31">9</reflink>]; Morgan et al.,[<reflink idref="bib18" id="ref32">18</reflink>]; Mulvey, [<reflink idref="bib19" id="ref33">19</reflink>]; Yang et al.,[<reflink idref="bib28" id="ref34">28</reflink>]).</p> <hd id="AN0178530394-4">Content analysis of conceptualizing "Pyramid-hierarchy" model of Chinese education policy dis...</hd> <p></p> <hd id="AN0178530394-5">Basis of discourse: Marxist thought + Practical experience of Chinese education policy</hd> <p>The construction of educational policy discourse system and the promotion of discourse power are important contents of Chinese cultural soft power and Chinese spiritual power. To construct the discourse system of Chinese education policy and enhance the discourse power of Chinese education policy, we must base on the practice of socialist education policy with Chinese characteristics, adhere to the path of socialist education policy with Chinese characteristics, and practice the core values of socialist education policy (Liu & Fu, [<reflink idref="bib14" id="ref35">14</reflink>]; Sun, [<reflink idref="bib22" id="ref36">22</reflink>]; Wan,[<reflink idref="bib26" id="ref37">26</reflink>]). Chinese education is not only the follower, user and abuser of global education rules and norms, but also strives to become the advocate and maker of global education rules and norms. Only by actively participating in global education policy governance can we truly elevate the international education policy discourse. Marxist historical materialism and dialectical materialism insist on the unity of noumenon and function of educational policy. Education policy, as a work to promote human growth and development, has its own law of development, and children's development and growth have their own law. The noumenon and function of education policy are like two sides of the coin, which are interdependent. Education policy not only promotes the development of individuals, but also serves the development of human society. Only when individuals are developed, can they better serve the society. China's socialism is still in the primary stage, in the process of gradually eliminating class differences, education should serve to consolidate the proletarian power, serve for socialist modernization. Therefore, we should adhere to the unity of noumenon and function of education policy. The discipline of Chinese education policy should adhere to the guidance of Marxism and insist that "education must serve socialist construction, and socialist construction must rely on education." The Marxist educational thought about the combination of education and productive labor has more practical significance in today's highly developed era of science and technology. China's education policy discourse system in line with the Marxist education thought, emphasizes the unity of opposites, adhere to the dialectics Chinese culture advocates the education policy, the contradictory unity of opposites and is beyond the conflict itself, contradiction is convenient and good coincidence relationship between people and things, and to resolve contradictions, let the opposing parties together, realize the neutralization, It needs people's subjective efforts and practice (Liu & Fu, [<reflink idref="bib14" id="ref38">14</reflink>]; Sun, [<reflink idref="bib22" id="ref39">22</reflink>]). Understanding contradiction is a process of cognition, unifying contradiction and realizing neutralization is a process of practice. Formal logic ignores the complexity of things, people's subjective initiative and practicality, leaves the historical development and people's practice, and regards things as static and rigid. Seemingly perfect in logic, it simplifies things and makes them superficial. To construct the discourse system of educational policy with Chinese characteristics, we need to learn from the historical experience and follow the important judgment of dialectical materialism about "law of thinking" and "unification of dialectics, epistemology and logic". The Sinicization of Marxism is an inevitable requirement for the continuation of the blood of Chinese civilization. How to Sinicize Marxism needs to be discussed from the deep layer of human civilization – epistemology and logic. To this end, we can broaden the historical perspective and seriously look for the common ground in the depth of human thinking from the strategic height: why does the western formal logic emphasize "the law of exclusion from the middle", while the corresponding Eastern civilization attaches great importance to "harmony"? It is the vivid embodiment of the rule of "unity of opposites" in the deep epistemology and logic of eastern and western civilization. As is known to all, "the law of excluded middle" logic is "either/or", in the form of binary logic, the dialectical materialism emphasizes "the unity of opposites", the contradictory unity of "mediation" and "conversion" and emphasize human subjective initiative to meet contradictions, and deep in the contradiction between both parties to control the contradiction and conflict, to grasp the good things in the development of a variety of "degree". Therefore, dialectics, logic, the epistemology of the law of "the unity of opposites", about the "mediation" and widespread contact, our subjective initiative theory, is to realize the Sinicization of Marxism, and the core of the philosophy of the Chinese civilization essence of grafting and hub to sum up, we can see that western education policy emphasis on "law of excluded middle" formal logic of binary logic, In fact, it is only a special case of three-valued logic involving the "property of the middle of things", the "middle way" (Li, [<reflink idref="bib11" id="ref40">11</reflink>]; Liu & Fu, [<reflink idref="bib14" id="ref41">14</reflink>]; Sun, [<reflink idref="bib22" id="ref42">22</reflink>]; Wan,[<reflink idref="bib26" id="ref43">26</reflink>]; Yu, [<reflink idref="bib30" id="ref44">30</reflink>]).</p> <hd id="AN0178530394-6">Discourse core: Essence of Chinese traditional culture</hd> <p>To construct the discipline system, academic system, and discourse system of socialist education policy with Chinese characteristics, we need to focus on three aspects. First, under the guidance of Marxism, historical materialism and dialectical materialism of Marxism are taken as the methodological basis for the discipline construction of China's education policy, and Marxist thoughts on the comprehensive development of individuals and the combination of education and productive labor are taken as the theoretical basis of China's education policy. Second, based on the excellent traditional Chinese culture, it focuses on how to inherit and carry forward the excellent tradition of Chinese culture through education and criticize and abandon the outdated ideas and concepts. Focus on how to carry on the excellent tradition of Chinese education. Thirdly, the aim is to study and solve the realistic education problems in China, summarize the rich experience of improving China's education; To study and solve the contradictions and problems in the process of educational development; The emphasis of education research is to cultivate people with morality and cultivate new talents. Study the development trend of future education in the digital age. Chinese traditional education has a long history, and the research on education policy has a history of more than 2000 years. It is the first comprehensive discussion of the status and role of education, the relationship between education and social politics, school system, teaching principles and methods, teachers, students, and teacher-student relations. However, the study of modern education policy started relatively late in China, which was introduced from the West in the late Qing Dynasty and early Republic of China. The western educational policy theory was first introduced into China through Japan. In the 1920s and 1930s, China introduced the theory of Dewey's modern education school from the United States. In the early days of the founding of The People's Republic of China, The Kailov pedagogy once dominated the world in China by learning from the Soviet Union. Since 1958, Chinese educational academia gradually realized that China should build its own educational theory system. Especially after the reform and opening, under the ideological line of emancipating the mind and seeking truth from facts, the study of educational theory was re-launched (Liu, [<reflink idref="bib13" id="ref45">13</reflink>]; Sun, [<reflink idref="bib24" id="ref46">24</reflink>]). Over the past 40 years, China's educational discipline has made great progress, and many scientific research achievements have emerged, laying a solid foundation for the construction of educational theories. To further build the disciplinary system, academic system, and discourse system of socialist education with Chinese characteristics, we need to focus on three aspects. Chinese education policy is developed under the background of Chinese culture, and Chinese culture is its core foundation. Chinese culture has a long history, extensive and profound, and is the source of the development of China's education policy. Chinese education policy is like a big river, and Chinese culture is the source of the river and the flowing water constantly flowing into the river. Therefore, the discipline system construction of Chinese education policy should correctly treat the influence of Chinese traditional culture on Chinese education and Chinese educational tradition. On the one hand, we should pay attention to how to carry forward the excellent tradition of Chinese culture through education and criticize and abandon the outdated ideas. Take traditional Chinese virtues, such as unity of man and nature, unremitting self-improvement, devotion to patriotism, respect for the old and the young, honesty, diligence and frugality, prudence and self-love, as important contents of moral cultivation. On the other hand, we should pay attention to how to inherit the excellent tradition of Chinese education (Li, [<reflink idref="bib11" id="ref47">11</reflink>]; Liu & Fu, [<reflink idref="bib14" id="ref48">14</reflink>]; Sun, [<reflink idref="bib22" id="ref49">22</reflink>]; Wan,[<reflink idref="bib26" id="ref50">26</reflink>]; Yu, [<reflink idref="bib30" id="ref51">30</reflink>]).</p> <hd id="AN0178530394-7">Discourse mode: localization</hd> <p>The localization of educational policy discourse mode with Chinese characteristics requires us to take root in China and take the study and solution of China's realistic education problems as the goal of the construction of educational policy discourse system. We need to summarize the rich experience of improving China's education policy. Since the reform and opening, China's education policy has made great progress, with a short period of 20 years to popularize nine-year compulsory education, higher education has achieved a leapfrog development. Both the scale and quality of Chinese education have surpassed the level of middle-developed countries in the world. Chinese educators have created fresh educational experiences. China's educational practice has been ahead of educational theory, which needs to be summarized and improved by educational theorists. At the same time, we need to go deep into the reality of education policy, study and solve the contradictions and problems in the development of education policy. China's educational policy has been confronted with many contradictions and challenges in the process of development. The contradiction between the public's expectation for education and the inadequate and unbalanced development of education always exists (Liu, [<reflink idref="bib13" id="ref52">13</reflink>]; Li & Wen, [<reflink idref="bib15" id="ref53">15</reflink>]; Sun, [<reflink idref="bib24" id="ref54">24</reflink>]). In a rapidly developing country, how to deal with the relationship between education development and economic and social development, between government, school, and society, between fairness and efficiency, and between popularization and improvement, has always been the focus of China's education policy. The construction of educational policy discourse system needs to adhere to the combination of theory and practice, focus on the strategic deployment of national social development, grasp the general situation and trend of social change, strengthen education macro decision-making and development strategy research, and improve the educational policy and scientific level. The discourse system of education policy in China needs to focus on the hot and difficult issues of education policy concerned by the government, the society, and the people, and take the localized education policy as the research target (Feng, [<reflink idref="bib6" id="ref55">6</reflink>]; Liu, [<reflink idref="bib12" id="ref56">12</reflink>]; [<reflink idref="bib13" id="ref57">13</reflink>]; Li & Wen, [<reflink idref="bib15" id="ref58">15</reflink>]; Sun, [<reflink idref="bib24" id="ref59">24</reflink>]).</p> <hd id="AN0178530394-8">Discourse attitude: Conscious discourse consciousness: Dialogue and integration of Chinese an...</hd> <p>The discourse attitude of education policy with Chinese characteristics needs to adhere to the conscious discourse consciousness and carry on the dialogue and integration between Chinese and Western education policies. Education is a social activity that inherits culture, innovates knowledge, and cultivates talents. However, what culture to inherit, what kind of people to cultivate and how to cultivate people are always restricted by the mode of social production at that time and are determined by the education policy at that time (Feng, [<reflink idref="bib6" id="ref60">6</reflink>]; Liu, [<reflink idref="bib12" id="ref61">12</reflink>]; [<reflink idref="bib13" id="ref62">13</reflink>]; Li & Wen, [<reflink idref="bib15" id="ref63">15</reflink>]; Sun, [<reflink idref="bib24" id="ref64">24</reflink>]). The core of discourse attitude of educational policy with Chinese characteristics is to seek dialogue and integration with western educational theories. Reviewing the development of China's educational policy, we can't build the study of Chinese educational policy by "introducing" western educational policy theories, nor can we build the study of Chinese educational policy by "Sinicization" of "Western theory + Chinese practice", nor can we build the study of Chinese educational policy by sticking to Chinese traditional culture. It is true that Chinese educational policy should be based on Chinese traditional culture, but it is not to be introverted and arrogant, but to absorb advanced western culture with an open mind for our use. When dealing with the western education policy culture, we cannot accept it completely, nor can we solve China's problems with western theories. Instead, we must adhere to the "Standpoint of China's education policy", choose and rationally use western theories from China's standpoint, absorb the beneficial ideological elements of western theories, and make creative explanations to China's realistic problems. Our attitude towards western educational policy theory needs "dialogue and integration". To establish the discourse system of Chinese educational policy, we must seek dialogue between Chinese and Western educational policies. The equal communication between Chinese educational policy science and western educational policy science is not because we have learned many western theories, but because we have our own unique theories. Only in this way can exchanges reinforce each other and contribute to the common development of human civilization. The theory of educational policy has its particularity rooted in local culture, but as a common educational activity of human beings, it also has the commonality oriented to human education. This kind of commonality decides the possibility of the fusion of Chinese and Western educational theories. This kind of commonality constitutes the universal educational civilization of mankind and becomes the common educational culture of mankind (Liu, [<reflink idref="bib13" id="ref65">13</reflink>]; Li & Wen, [<reflink idref="bib15" id="ref66">15</reflink>]; Sun, [<reflink idref="bib24" id="ref67">24</reflink>]).</p> <hd id="AN0178530394-9">Discourse transmission: Cultural standpoint</hd> <p>The discourse communication of educational policy with Chinese characteristics needs to adhere to the cultural standpoint. China has rich educational policy ideas and profound cultural traditions. Chinese educational policy researchers must change their understanding of traditional culture with a cultural conscious attitude and conduct in-depth study and research on traditional culture. The discourse communication of educational policy with Chinese characteristics should clearly explain the historical tradition and cultural accumulation of the Chinese nation, and its development path must have its own characteristics. Education policy discourse communication with Chinese characteristics needs clearly in more than five thousand years of civilization in the process of development of the Chinese nation created a broad and profound Chinese culture, Chinese culture with the deep spiritual pursuit of the Chinese nation, contains the fundamental spirit of the Chinese nation genes, represents the spirit of the Chinese nation unique identity, is a perennial, development of the Chinese nation's rich nourishment; We should make it clear that the fine traditional Chinese culture is the outstanding strength of the Chinese nation, the important spiritual support for the Chinese nation to strive for self-improvement and unity, and the deepest cultural soft power of our country. It should be made clear that socialism with Chinese characteristics is rooted in the fertile soil of Chinese culture, reflects the will of the Chinese people, and meets the needs of China and The Times for development and progress. It has profound historical roots and a broad practical foundation. The Chinese nation has created a time-honored Chinese culture, and the Chinese nation will certainly create new glories for Chinese culture. This points out the direction for educators to study and study traditional culture. We should build up the confidence of ethnic education policy and culture. Chinese educators must stick to the roots of traditional Chinese culture, make use of the advantages of traditional Chinese culture, and do a good job in the inheritance and transformation of traditional culture. The excellent parts of Chinese traditional culture need to be inherited, but more of them need to be transformed by The Times. We believe in taking Chinese culture as the basis. We do not want to go back to tradition, but to build on tradition and connect the times with tradition (Feng, [<reflink idref="bib6" id="ref68">6</reflink>]; Liu, [<reflink idref="bib12" id="ref69">12</reflink>]; [<reflink idref="bib13" id="ref70">13</reflink>]; Li & Wen, [<reflink idref="bib15" id="ref71">15</reflink>]; Sun, [<reflink idref="bib24" id="ref72">24</reflink>]).</p> <hd id="AN0178530394-10">Discourse innovation: Chinese experience</hd> <p>The discourse innovation of Education policy with Chinese characteristics needs to combine Chinese experience and construct the innovation path of education policy with Chinese characteristics. In the development of Chinese educational policy, we have always relied on western educational policy theories. If the educational policy of China is still in the stage of "Sinicization" of western theories, and the practice of China is reformed by western theories, or the western theories are explained and demonstrated by Chinese practices, then Chinese pedagogy can only remain in a dependent position forever. The key to the study of educational policy is to strengthen the study of the characteristics of Chinese educational policy, both historical and realistic. Only by finding out the unique law of Chinese education from the characteristics of Chinese education, can we establish the education policy science based on Chinese practice and reflecting Chinese experience. Educational policy practice is not equal to educational policy experience, and educational experience is not equal to teaching policy, but educational policy experience must be based on educational policy practice, and educational policy must be based on educational policy experience. We need to transform these practical discourses of educational policy reflecting experience into academic discourses of educational policy through scientific analysis and refinement to a theoretical height, so as to break down the barrier between practical discourses of educational policy and academic discourses. China's educational policy discourse innovation needs to be involved in the practice of education policy, understand the reform of national education policy, be good at analyzing and summarizing the experience of education policy reform, and promote to the height of theory. The discourse innovation of Education policy with Chinese characteristics needs to sum up and think about the history and reality of Education policy in China. Since the reform and opening, we have created many successful educational policy experiences. Chinese educational policy studies should analyze and sum up these successful educational experiences according to the internal logic of disciplinary development and incorporate them into Chinese educational policy studies Liu, [<reflink idref="bib12" id="ref73">12</reflink>]; Li & Wen, [<reflink idref="bib15" id="ref74">15</reflink>]).</p> <hd id="AN0178530394-11">Conclusion and remarks</hd> <p>The educational policy discourse system with Chinese characteristics bears the specific ideology, culture and values of a country and a nation. In today's world, "development" has become the core proposition of The Times. As the theoretical expression of China's path, an important task of China's education policy discourse is to make the new development concept become a strong melody of China's education narrative. The educational policy discourse system with Chinese characteristics adheres to the idea of "student-centered" policy development, and mainly consists of discourse basis, discourse core, discourse mode, discourse attitude, discourse transmission and discourse innovation, which together constitute a pyramid model with hierarchical response. The construction of educational policy discourse system with Chinese characteristics is based on Marxist theory, and its core idea is fundamentally about the free and comprehensive development of human beings. The student-centered educational policy discourse system embodies not only the simple principle of historical materialism, but also the rich and profound connotation of development philosophy. Taking the scientific development of education policy as the goal and end-result of the development of education policy, the development will obtain the eternal power and inexhaustible source. "A community with a shared future for mankind" is the governance vision of the educational policy discourse system with Chinese characteristics. To construct the discourse value of education policy with Chinese characteristics, we need to take "peace, development, equity, justice, democracy and freedom" as the conceptual basis of the common values of all mankind and promote the construction of "a new world education development relationship featuring mutual respect, fairness, justice and win-win cooperation". The problem of Chinese education policy is the logical starting point of the discourse of Chinese education policy, and the practice of Chinese education policy is the realistic basis of the discourse of Chinese education policy. The construction of educational policy discourse system with Chinese characteristics is the expression and discourse of socialist education theory with Chinese characteristics in the new era, and reveals the practical spirit contained in Chinese educational discourse. The discourse system of Education policy with Chinese characteristics is being constructed facing and marching towards the world. At the same time, because China's education policy has come to the forefront of the development of The Times, the development problems facing China's education policy are all world-class problems. It is of historical significance to interpret the theoretical logic behind the development and progress of China's education policy. China's excellent traditional education culture contains important enlightenment to solve the problems faced by contemporary human beings (Feng, [<reflink idref="bib6" id="ref75">6</reflink>]; Li, [<reflink idref="bib11" id="ref76">11</reflink>]; Liu, [<reflink idref="bib12" id="ref77">12</reflink>]; Liu & Fu, [<reflink idref="bib14" id="ref78">14</reflink>]; Sun, [<reflink idref="bib23" id="ref79">23</reflink>]; [<reflink idref="bib22" id="ref80">22</reflink>]; Wan,[<reflink idref="bib26" id="ref81">26</reflink>]; Yu, [<reflink idref="bib29" id="ref82">29</reflink>]; [<reflink idref="bib30" id="ref83">30</reflink>]).</p> <hd id="AN0178530394-12">Acknowledgments</hd> <p>Eryong, Xue and Jian Li serve as co-first/corresponding authorship in this study.</p> <hd id="AN0178530394-13">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0178530394-14"> <title> References </title> <blist> <bibl id="bib1" idref="ref7" type="bt">1</bibl> <bibtext> Ahl, H., & Marlow, S. 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  Data: Conceptualizing 'Pyramid-Hierarchy' Model: Theorizing Educational Policy Discourse System in China
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  Data: This study aims to conceptualize "Pyramid-hierarchy" model of the educational policy discourse system in China. Education discourse system is the external education expression form of ideological and theoretical system and knowledge system. Constructing the discourse system of educational policy with Chinese characteristics is a system consisting of a series of internal logical relations, including seven levels of discourse foundation, discourse core, discourse mode, discourse attitude, discourse transmission and discourse innovation. The educational policy discourse system with Chinese characteristics draws lessons from several important elements in the meaning of community, namely mutual emotion, mutual dependence, and common action.
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