On Schools Of Instructional Theory

School of instructional theoiy (i.e. SIT), a valid form in Didaktik research, plays an extremely important role in the prosperity, development, and flourishing of Didaktik research. Since 1950's, many newly occurring SIT in foreign countries have pushed reforms in SIT from tradition to modern, therefore, it is of great realistic significance to deepen researches in SIT and it is of great help in the construction of Chinese Didaktik disciplines. Researches on SIT range widely, therefore, this veiy thesis just analyses and examines forniational procedures, basic features, and functions of SIT, summarizes their successful experience, and provides valuable references for our Chinese research teams in SIT. SIT originates from the developmental process of instructional theory, in this process of research, different views and suggestions concerning instructional theory have been proposed. Later respective system has gradually been formed and different Didaktik schools developed. Based on a thorough analysis of foreign SIT, this thesis has revealed some mutually shared regularities. The external conditions on which SIT is formed can thus be seen as follows: 1. The rapid development of science and technology in post World War II has proposed new requirements for school education. 2. The intense competition worldwide has accelerated instructional reforms in various nations. 3. Some newly occurring fruits in relative disciplines make it possible for SIT to put forward new instructional theories and they have thus laid a scientific foundation for the formation of instructional schools. 4. Governments, institutions or organizations have provided capital or fund guarantee for educational researches. 5. The instructional practice itself requires the innovation in instructional theories. Time calls for those instructional experts who are creative and pioneering in the instructional reforms and who can dedicate those instructional theories to meet the new requirements in the development of our time. The internal factors about which SIT is formed can been summarized as the following: 1. The emergence and innovation of instructional theories have pushed the formation of SIT, accordingly, the formation of SIT will promote the development of instructional theories. 2. Some distinguished academic representatives are necessary. Their characters include: (1) a solid philosophical foundation, (2) a profound psychological foundation, (3) a democratic style, (4) awards. (5) heritage. 3. a rigorous research and learning style as well as truth-seeking study style. 4. The school members should be united and cooperative. Besides, district factor is another important one in the formation of SIT. The basic features of SIT can thus be described as: 1. condensation. It means that the school representative should have a strong condensation, that his or her overall quality well expressed is quite enough to initiate the positivity and activity of the staff members. 2. historicity. That is to say SIT, in their certain historical period, has proposed from various perspectives some meaningful thoughts upon those major problems in instructional reality. They have therefore added plenty to the instructional ideology. 3. prediction. Philosophical and instructional ideologies have generally reflected the contemporary advanced productivity force and productive relation, the scientific and technological progressive force, and the advanced academic ideology. Therefore, their instructional ideology is, to some extent, advanced and predicative. 4. criticism. The crit...