The Research Of Original Education Theories Based On Practice

As we know, there are a large number of great educationists in educational history of China and other countries, such as Comenius, Herbart, Dewey, Pestalozzi in the west and Makarenko, Bahkob, Sukhomlynsky in the former Soviet Union and Tao Xingzhi, Cai Yuanpei, Chen Heqin, Yan Yangchu, Huang Yanpei in the period of Republic of China. At the contemporary, many founders of educational theories in modern China are known as“education experts” rather than educator after their deaths. The main reason is that researches of majority of scholars focus on educational theories more than educational practice.This research analyzes the necessity of calling on original educational theories from the perspective of practice, and gives some discussions about the problems of educational originality. Then it puts forward solutions and suggestions from the perspective of practice respectively. There are six chapters in my essay:Introduction: Introduce the origin of this study, the research status, research ideas,research methods.The first chapter: Analyze the necessity of calling on original educational theories from two aspects of epoch background and social requirements.The second chapter: Analyze the main reasons that existing theories have difficulties in guiding the practice effectively from three perspectives. The main reasons include: the negative impact of prevalence of take-ism; the ignorance of educational practice; the ignorance of educational tradition.The third chapter: Practice lead, cultivation of the researchers, construction of discipline and the reform and the development of education in primary and secondary schools call on the proposal of originality of educational theories. Educationalists in the west, educators in the former Soviet Union as well as educators in the period of Republic of China hold the same opinion that practice plays a crucial role in the production of original educational theories. As a whole, combine the reality of education today with history demonstrates that practice plays a crucial role for the production of original educational theories.The fourth chapter: Analyze the major causes that existing difficulties in production of original educational theories from four perspectives. The major causes include: the hamper of the status; the deficiencies of the researchers; the problems of scientific-research assessment;the problems of teaching appraisal system in primary and secondary schools.The fifth chapter: Analyze how to base on educational practice from three sides, which include concept renovation, institutional construction and the practical ability of the researchers.