Paper Keywords educational theory, educational practice, combined practice group theory research group

In the past, the exploration of the combination of educational theory and practice was mostly carried out from the perspective of the differences between theoretical researchers and practitioners. Such a research idea is helpful to overcome the contradiction between educational theorists and educational practitioners, but it is difficult to provide targeted enlightenment for the specific combination of educational theory and practice. Therefore, starting from the practicality of educational theory, it is the key to make a breakthrough in the research on the combination of educational theory and practice by exploring the intermediary of the combination of educational theory and practice, the corresponding level of the combination, and clarifying the internal and external mechanisms of the combination. ?

The combination of educational theory and practice is an interactive process in which educational theory is internalized by practice groups and used to guide practice, and researchers revise and improve educational theory according to the feedback from practice groups. Because educational theory and practice are hierarchical, this determines that their combination also has a certain level correspondence. Coupled with the differences in nature and purpose orientation of different kinds of educational theories, not all educational theories can be selected and internalized by practice groups. Only those educational theories with internalized conditions and combined mechanisms can become practical theories and truly guide educational practice.

First, the combination of educational theory and practice conditions

(A) the practicality of educational theory

In the whole educational theory system, the theory guiding educational practice must maintain its own practicality. Because the theory of practice can be tested and developed in practice with the development of the times, practice and science. Those educational theories derived from the logic system of disciplines and transplanted or translated from other disciplines are difficult to directly guide educational practice because of the lack of soil combined with educational practice and the lack of historical and situational connection with educational practice. Educational theory needs to go through the development process from practice to practice if it wants to go into practice. Because only in this way can educational theory be based on objective facts, have a purpose for current educational practice in the direction of creation, have affinity for entering the inner world of practice groups, form a series of practical characteristics such as pertinence and operability, and guide practice under specific historical conditions.

Looking at the educational theories that have had a wide and profound influence on educational practice in history, we can find that the practicality of educational theories is mainly manifested in four aspects: First, it has practical guiding significance, which is the premise of guiding educational practice theory. The second is practical operability. The change of practitioners' behavior is an important symbol of the final practice of educational theory, which is often manifested in the formation of new operating procedures by teachers and students. The third is the popularization of seeking truth from facts. Educational theory has a practical guiding function, which shows that it is effective to guide some practical activities under certain conditions, but whether it can be popularized at a certain level and scope is the key to truly show the depth and breadth of its guiding practice. The fourth is the popularization of life-oriented and society-oriented, which is the unique character of educational theory moving towards practice groups. Only when the educational theory guiding practice is oriented to life can it have realistic vitality and keep pace with the times; Only facing the public can we gain the support of practical groups and lay a solid mass foundation for practical education theory.

(B) the intermediary of combining educational theory with practice

First of all, it is necessary to form a middle-level education theory that plays a bridge role in the combination of the two. Middle-level theory is a social science research concept put forward by American sociologist robert king merton. He advocated building a middle-level conceptual system related to specific fields and practical problems between the overall social theory system and specific practical research. The definition of middle-level theory determines that the builders of middle-level education theory should not only have a solid theoretical foundation and be able to interpret abstract theoretical texts accurately, completely and creatively, but also have close contact with practical groups, have rich current educational practice experience and be able to profoundly grasp and understand the current situation of educational practice. Researchers in central and provincial educational institutions have this unique condition. They can make use of their dual identities as both theoretical researchers and practical directors, choose the most contemporary theories needed by educational practice as a starting point, apply abstract educational theories, localize foreign educational theories, and upgrade their rich educational experience into theories that guide practice. The middle-level education theory constructed in this way not only adheres to the basic spirit of abstract education theory, but also turns its theoretical core into a method that is easy for practitioners to understand and operate, thus playing an intermediary role in connecting education theory with practice.

Secondly, we will put it into practice with the help of the influence on education policy. The most effective shortcut to realize the combination of educational theory and educational practice in a wide range is to influence the formulation of educational policies, and to have a wide influence on educational practice with the help of educational policies. To become such an educational theory that affects the formulation of educational policies, two conditions are needed: First, the subject of educational theory construction has the right to participate in the formulation of educational policies. The subject of this educational theory construction can directly express his own views through suggestions or proposals, and penetrate his own theory into educational policies by influencing the thoughts of relevant developers, and even provide theoretical basis for the formulation of educational policies. Second, educational theory itself is exactly what educational policy makers need. As far as the influence of different levels of educational theories on the formulation of educational policies is concerned, only those basic educational theories that have great influence, reflect the pulse of educational reform in the times and represent the aspirations of most people can easily attract the attention of educational policy makers. Because the education policy formulated on this basis can not only reflect the characteristics of the times, but also get the support of most people.

Second, the internal mechanism of combining educational theory with practice.

The combination of educational theory and practice is not an external force, but an internal unity. This internal unity, on the one hand, deepens the psychological mechanism of personalized education theory through educational practice; On the other hand, it is promoted through the psychological mechanism of combining educational theory with practice groups.

(A) the individual psychological mechanism of combining educational theory with practice

The ultimate goal of combining educational theory with practice is to solve practical problems through the individual application of educational theory. The first step for educational theory to influence educational practice is for practitioners to learn and internalize the deductive generation process of educational theory, and their understanding follows the path of original theory-conceptual theory-perceptual theory. Practitioners form a comprehensive internalization theory that can effectively solve problems through this step, and realize the combination of educational theory and the internal practical experience of educational problem solvers. Step 2: Practitioners apply internalized educational theory to guide specific practical activities, accumulate experience, find new problems in practice and create new theories in the process of solving new problems. Practitioners complete the process from internalizing others' theory to self-theory through these two steps, and realize the internal unity of educational theory and practice in individual cognition. This alone is not enough to make practitioners put into action, but also must be based on the unity of knowledge and make them consciously practice educational theory through the dynamic role of emotion. This requires practitioners of educational theory to pay attention to winning the first battle, let them taste the sweetness from the beginning, and form a mentality of actively practicing educational theory. The long periodicity of educational theory practice determines that practitioners must go through persistent practice in order to achieve remarkable results. Therefore, when practicing educational theory, practitioners must have the will to overcome difficulties, otherwise they will give up halfway. In order to strengthen the willpower of practitioners to practice educational theory, we should not only improve their ideological realm and goal pursuit through ideological education, but also give material and spiritual incentives to practitioners for their small success in each key link, so as to promote them to form a sense of self-efficacy, constantly enhance their intrinsic motivation for achievement and produce the determination to persist. [3] At the same time, practitioners also need a relaxed internal psychological environment. We should encourage and care for the losers in time, make them feel grateful, repay their supporters, and turn care into the motivation to practice again. Only by transforming the internalized educational theory into practical emotion and willpower in a specific environment can practitioners continuously transform educational theory into practical activities, realize the full and comprehensive combination of the two, and finally form the expected practical effect.