'Knowledge Tradition' Of Theory Of Instruction: Problem Clearing And Visual Threshold Turning

We have found it difficult to discern or dialyze the tackiness deeply-rooted in the problem, so it is not enough only to grasp the surface of the problem and keep it untouched. Thus we have to completely uproot' and uncover it, which requires us to consider it from a new angle. What puzzles us is just how to find out this kind of new thinking. If we express ourselves in a new way, the old problem and the language may be discarded. In this way we have formed a route which not only gets to the bottom of the matter but also tries to find out its essence. During this process text adheres to notion. We have to unscramble the plight of theory of instruction, which is hard to get rid of, through text. So we are required to do some ' verbal transfer'. And the stand is to examine the text correctly. In a matter of fact, theory of instruction have something to do with knowledge, so it is certain to study this matter from the angle of ' knowledge' . In the view of above-mentioned facts, this research bases on the following points:Problem is the mother of knowledge and the establishment of the problem relies on the understanding of theory of instruction as knowledge. It is unnecessary to do the research if there is no problem. In the field of theory of instruction, problems manifest in the following aspects: Subject and object: Subject refers to theory of instruction while object concerns with teaching methods: The tangling of both produces questions; True" or "False": The true or false proposition is not only the proposition of epistemology but that of knowledge theories. In the texts of theory of instruction there exists a large amount of false knowledge. We needs to distinguish the true knowledge from false one, so we put forward a notional framework: we do it since we know itspossibility; we do it since we know its impossibility; we do not do it because of its possibility or we do not do it because of its impossibility; Styles: Text deals with the diction of theory of instruction, which influence the making and effects of theory of instruction. It concretely manifests with: a. simple explanation; b. stylized structures; c. monotonous language; d. the diversion of thought and text; Models: Models represents the tendency of problems. Since 1980s the four models have been popular in theory of instruction: they are essentialism, structuralism, materialism and criticism, and reflected the rootless condition of the theory of instruction in China.The self-destruction of theory of instruction: We think that it is meaningful when knowledge gets into the subject. When theory of instruction mirror our research, they actually appear in the form of destruction-the turning of knowledge. And all these happen in the learning of researchers, including the view of knowledge, sociology and psychology. This practice shows the transforming of theory of instruction from seeking rules to forming principles.Conversing is one effective way to solve the problems of theory of instruction . Before the conversing we have to study theory of instruction. According to the critical examination of the theory of instruction, we think that conversing is not only the theoretical tendency of understanding theory of instruction but the method to explore the legalization of theory of instruction. The conversing occurs between the researchers of theory of instruction and the teaching practitioners. The aim of conversing is to make the two sides function each other, and to effectively understand teaching itself. Furthermore, we could form a general framework of legal theory of instruction: Originated from teaching practice, theory of instruction should be checked by teaching and teach us in practice.The success of conversing depends on the understanding of hearkening. The hearkening should at least exist in the present teaching research. Weshould listen to the voice of teaching and get rid of the comedown of research caused by thinking, discussing and researching about theory of instruction. The hearkening represents that the research of th...