The Relation Between The Theorist And The Practitioner In University-School Collaborative Educational Research

Many large-scale educational reformations have been launched all around the world since 1980s, which present a new trend. That is to say, more and more practitioners are inspired to participate into the researches and reformations. As a result, it boosts university-school collaborative educational research, which attracts more attention.As few studies pay attention to the relations between theorist and practitioner, this paper focuses on it, involving (1) history of university-school collaborative educational research; (2) different types of relations between theorist and practitioner and their limitation; (3) theoretical framework of the mutual-generating university-school collaborative educational research; (4) the relation between theorist and practitioner in mutual-generating university-school collaborative educational research.In the first half of 19^th century, university-school collaborative educational research sprouted in Germany, and it grew in American from the second half of 19^th to the first half of the 20^th. Later, it flourished in some developing countries such as China and got new transition at the turn of century.The history tells us that the type of university-school collaborative educational research varies with different times and different countries. This paper analyses the relations between theorist and practitioner in several typical types of this research and points out their limitations. This indicates some possibility in the development of this research in China.In fact, mutual-generating university-school collaborative educational research emerged in China. Particularly, in this paper background, conditions, significances and constitutions of this new type are elaborated and its relation between theorist and practitioner is analyzed from several points, such as presentation, substance, influencing factors and process.