Review On The Understanding Ways Of Instruction

The dissertation based on the process of development of instruction itself, which hold a methodological principle-the unity of history logic. At first, the author explains the implications, features and structures of understanding ways of instruction. Based on this, three understanding ways of instruction, which are philosophy-thinking, science-positivism, explanation-criticism are given. Moreover, sketches out the development trains of understanding ways on literature. Simultaneously, the dissertation describes objectively problem of application in understanding ways of instruction research in china, puts forward the ational choice and synthetic exercise?of application tactic. In concretely, the main views of dissertation as following. Understanding ways of instruction refers to instruction researchers the train of thought and strategies in thinking teaching problem. The features are described from four relative aspects: creativity and selectivity, era and inheritance, development and stability, totally and personality in which the structures are discussed from problem field, value-criterion, ponder-tendency. Different understanding ways of instruction have different expression in development clue, feature and evaluation. The development train of thought in philosophy-thinking ways analyses mainly by Rousseau, Kant and Herbart. Rousseau possesses educational ideology or rationalism, Kant argues education by rationalism, only Herbart determined the statue of this understanding way, which stresses reasonable people training, recognizes the instruction with abstract way, emphasizes on the construction of concept and system. But in some degrees, it leads to the divorce of the theory and practice. The development of science-positivism understanding ways of instruction mainly stresses the thoughts of Spencer, Meumann, Lay and Skinner, which is defined from methodological level by Meumcmn and Lay, but developed to extreme by Skinner. The kind of ways stresses operational, attaches importance to empirical and validity of Knowledge, tries to develop instructior.i into empirical discipline. It based on the fact of instruction, emphasis the systematical analysis, accelerate the research of instruction. Nevertheless, it seeks the objective research, confines the development the cultural on instruction. The development of explanation-criticism ways main carries out through cultural pedagogic, ethnography, pedagogic, the sociology of teaching, postmodernism. It stresses unity of critics and erection, train the personality of student, describes by multiplied. The kind of ways advocates experience and comprehension. Nevertheless, research the instruction with irrational methods, which abates the sinnification of instruction research. Therefore, we should select related understanding ways rationally or use them comprehensively according to different problems and research subjects in instruction research, deepen and promote research of instruction theory.