| Theory, practices are two categories which are great and hard to be understood in the relationship between theory and practice. The demarcation between Theory-thinking and Engineering-thinking show us the prospect of the teaching world composed by Substances and Principle. Instruction theory is the product of Theory-thinking; teaching practice, the typical human cultural and social engineering must be hatched according to Engineering-thinking. In natural science, "to be" and "ought to be" are entirely different, while in human cultural and social science the two always wrap each other for it confronts the world of human, we often look on "ought to be" as a "be" human cultural and social phenomena, making "ought to be" be "to be". Therefore, mutual arrogation of Theory-thinking and Engineering-thinking is hard to avoid between instruction theory and teaching practice.This article analyzes, by using logical derivative method, the dialectic negation circulation relationship from three layers of certain instruction theory and its teaching practice:(1) relationship between instruction theory and teaching practice in the view field of instruction theory investigation;(2) relationship between instruction theory and teaching practice in the view field of teaching practicer;(3) instruction theory researchers' afresh investigation to the previous one.Then, the article explores the complexity of teaching, the uncertainty and Engineering-thinking specialty of teaching investigation, thus the article gazes at the relationship between instruction theory and teaching practice in Engineering-thinking visual angle:(1) instruction theory and teaching practice's correspond point: identity of artificer and practicer;(2) instruction theory and teaching practice's correspond state: eternal contradiction(3) instruction theory and teaching practice's correspond procedure: circle circulationBasing on the above analysis, the article continually criticizes the procedure of "individual-general-individual" and "essentialism", "essence dregs theory", "theories needed by practice are true theories"; paints that as drawing "artifice" into the research we can make use of multiple heterogeneous instruction theory, drives instruction theory to complementary of "lengthwise overpass" and "sidelong expand", making it incline to full-scale and in-depth development in "harmonious but different". Hereto, this article completes demonstrability of the relationship between instruction theory and teaching practice in Engineering-thinking visual angle and elucidatory of related divergent using. |
