Character Of Practice On Theory Of Instruction

This present dissertation, holding the methodological principles of dialectical and historical materialism, rationally absorbing the latest research achievements in the matter of 揚ractice?in China抯 Philosophical fields, tries to genuinely Comprehend and expound the Marxist position of practice. Based on this, the dissertation focuses on making a comprehensive and thorough study of such aspects in theory of instruction as practical nature and practical functions. Employing the author抯 investigation statistics on Chinese teachers?mastery and application of theory of theory of instruction, the dissertation analyses the situation of practical impotence of research and development of theory of instruction in China. Puts forward a 揷ulture-life-philosophy?theory of instruction framework and discuss the contemporary restructure of theory of instruction in China in terms of to approach character of practice of theory of instruction. After investigating the philosophical and scientific premises to which theory of instruction adheres and analyzing the research target of theory of instruction, general regularities of theory of instruction are discussed. Based on this, through correct understanding of the principles of unifying theory and practice and all-round generalizing of the abundance and complexity of practice of instruction revealed practicality of theory of instruction. Specifically speaking, the Major points for this dissertation are as follows and the view point of practice is the primary and basic position of dialectical materialism and historical materialism. In the past, our understanding of the nature of practice was unilateral and narrow, only regarding it as outer and perceptible activity of objective matter, as content of knowledge, and as a link in knowledge. In fact, practice is both the source and destination of knowledge, which includes not only human activity in objective material practice, but also human activity in spiritual practice. On the other hand, knowledge is a link in practice, the nature of which at the first place reveal the nature of practice, that is, the nature of creativity. This view point of practice in accordance to the true features of Marxist philosophy is starting point. Theory of instruction that is the self-evidence of inherent strength of researchers subject, that is its self-development in social interactions, that is the transfer and revitalization of culture; a theory that guides man to be 搕ruth-seeking? and a theory that leads man to be 搗irtue-pursuing? Practicability of theory of instruction appears different in different historical period: modern pragmatic theory of instruction was initiated with order theory of instruction pansophism by J.A. Comenius, and is modeled after form-step theory rooted in intellectualism by J.F. Herbart, after being criticized and reformed by ~fz HaoZhijun: Character of Practice on Theor of Instruction activity-oriented theory based on pragmatism by J. Dewey, pra..cticability of theory of - instruction is broadened manipulative behaviorist theory, cognitive thinking theory of instruction, personified emotion theory of instruction and cooperative ethic theory of instruction. There is law in the historical development of practicability of theory of instruction. Practicability of theory of instruction determines its practical function, while its practical function embodies its practicability. This prac...