How The Educational Practice Becomes A Resource For The Development Of The Educational Theory

In the development of pedagogy,people have never stopped discussing the relationship between educational theory and practice.At present,there are two main situations: one is that the educational practitioners accuse the empty educational theory and are divorced from reality;the other is that the educational scholars criticize the educational practitioners for not practicing according to the law of education.Both of these two situations indicate that there is a separation between educational theory and practice.Based on this,many scholars explore the transformation path from educational theory to practice,but there is little discuss about how to return educational practice to educational theory.Therefore,this paper,from the perspective of educational practice,discusses how educational practice becomes a resource for the development of educational theory.First,by combing the previous research on educational theory and practice,this paper defines educational theory,educational practice and educational practice resources.Second,educational practice resources are divided into educational experience,educational lessons and educational problems,and they distinguish between educational experience,educational lessons and educational problems as the development resources of educational theory.Thirdly,discuss the practical path of educational experience rising to theory,namely realizing the leap from experience to theory by value judgment,refining,summarizing and expression of experience;lesson causes theory reflection,by analyzing the lessons in educational practice,causes the reflection of educational practitioners to the mind and causes the educational theory itself.Fourthly,explore and organize resources in educational practice;from "own educational practice","other educational practice" and "theoretical interpretation";then,and organize educational experience,lessons and problems.It reveals the process of thinking that experience rises to educational theory,lessons trigger theoretical reflection and problems promote theoretical creation.In this way,the development quality of educational practice will be improved,and the creation of educational theory will be promoted.