A Study On Educational Theory’s Practical Value

Nowadays, education is facing a series of new challenges from socialtransformation in China with endless emergence of new phenomena and problems.Hence, the theoretical education are required to pay more attention to the practice,meanwhile, the practical field are increasingly demanded to study theory. Confrontedwith new challenges, educational theory has fell into value crisis: it’s not only oftenrejected by teachers, but also despised by policymakers and questioned by the public,and even the people study the educational theory themselves are confused andpuzzled.Practical value is the vital factor to form the educational theory, however, thediscussion of educational theory’s practical value tended to focus on the singlepolarize mode of the attribute of object or subject demand in the past, for theexplanation of this problem was hesitating around the goal, attribute and function ofeducational theory. This paper based on the starting point of this question, i.e.relational model, described the inner core and external shape of the educationaltheory’s practical value, and outlined its ideal state. At the same time, this paperclarified the limitation and generation of educational theory’s practical value in theaspects of objective conditions, subjective conditions, environmental conditions andintermediary conditions, then find the way from ideal state to real state.This paper concentrated on the kernel, representation, limitation and generationof educational theory’s practical value and complied with the framework as follows:The introduction part: this part mainly expatiated the reality basis of the study, i.e.the research origin, research significance, literature review and research methods.The first part: kernel of educational theory’s practical value. This chapter fromthe perspective of relationship, that is educational theory’s practical value stems fromeducational theory, depends on subject of practice and generates from educationalpractice. Clearing the conception scope of educational theory, subject of practice andeducational practice through attribute and type would range the demonstration for therest of the paper.The second part: representation of the educational theory’s practical value. Thischapter drew the outline of representation of the educational theory’s practical based on the practice of the subject. Particularly, in terms of the public, it has theenlightening value; in terms of the teachers, it has the direction value; in terms of theadministrative officials, it has the decision value.The third part: limitation of the educational theory’s practical value. This chapterexplained that the reason why educational theory fell into the crisis was that thegeneration of educational theory’s practical value was restricted by many conditionswhich including not only the subjective and objective conditions, but also theintermediary and environmental conditions.The fourth part: generation of the educational theory’s practical value. Thegeneration of the educational theory’s practical value is the starting point and ultimategoal of the discussion on educational theory’s practical value. This chapter exploredthe path of the educational theory’s practical value based on the subjective, objective,environmental and intermediary conditions.The last part: conclusion of the paper. The aim of this part was to summarize andrethink.Overall, this paper started from the thinking mode of relationship, explored thekernel of the educational theory’s practical value, represented the shape of it,explained the limitation of it, and finally formed the pathway of it.