What are the educational disadvantages of theory divorced from reality?

Teaching theorists have a deep understanding of this point. Because this transformation link has not been well solved, many practical and moderately advanced teaching theories have failed to return to practice, guide practice, be tested and further developed. What's more, it is not good to doubt these teaching theories. We believe that in the field of teaching, a considerable part of the argument that "theory is divorced from practice" was born from this. Therefore, when philosophers put forward that the research on this transformation link is weak and should be paid attention to and strengthened, it aroused great interest of pedagogists, who are willing and sure to carry out this research. So, what exactly is this transformation process? Obviously, it is impossible to do magic like a magician; It is absurd to use pure speculation like Hegel. With the help of philosophers' research results, this paper summarizes the experience and lessons of teaching theory and practice, and obtains some clues initially. 1. If the theory wants to "master the masses" and return to practice, first of all, there must be people who use practical power, and this theory should be mastered by the people. To guide teaching practice, a certain teaching theory must first rely on teachers and teaching managers to learn, understand and master this teaching theory. Without this article, no matter how good the teaching theory is, it will never return to practice, guide practice and be divorced from practice. In this sense, whether teaching theory is divorced from practice, the initiative and decision-making power are in the hands of teaching practitioners. In reality, we see that there are problems in teaching theory itself, which is out of touch with teaching practice; We can also see that some theories are divorced from reality because teachers and educational administrators have not learned, understood and mastered the corresponding teaching theories well. This is undeniable, and it is unrealistic and unfair to blindly or completely attribute the responsibility of separating theory from reality to teaching theory. The responsibility of teaching theory workers here is not only to make the theory as scientific as possible, but also to do more communication work, especially popularization work, so that teachers can learn, understand and master it easily. 2. It takes several steps for teachers to learn, understand and master a certain teaching theory, but it doesn't mean that they will naturally return to practice, and they need to go through a series of steps. In related research, this generalization and expression are not the same, and there are the following statements. Two-stage theory. (1) The process of understanding the situation based on thinking (purpose, method, plan, determination); ② Action-oriented action process (experiment and popularization). Syllogism. There are two versions. One statement: ① Put forward the theory and purpose, and make plans and schemes; (two) the implementation of the plan and program; ③ The result of practice. Another way of saying it: ① Practical purpose; (2) Make specific plans to achieve practical goals; ③ Typical test. Four-stage theory. (1) put forward the goal; (2) make a plan; ③ Selection method; ④ Analysis results. These divisions and descriptions, from different angles, have their own advantages, which can help us to understand the problem thoroughly and comprehensively. In the field of teaching, the common processes are as follows: ① proposing the teaching purpose; (2) making teaching plans; ③ Carrying out teaching activities; ④ Analyze the teaching results. Generally speaking, the whole process of making and implementing the whole teaching plan in primary and secondary schools is like this; In short, the same is true of teachers before and after a class in daily teaching. To put it bluntly, the teaching purpose of our school is based on Marxist theory of all-round development of human beings and basic teaching theory. These theories are the premise of teaching purpose. Without these theories, this purpose cannot be put forward. On the other hand, if the teaching purpose is not put forward, then no matter how good these theories are, they cannot be transformed into teaching practice. Because purpose is the starting point and motivation of practice. Therefore, teachers must combine some theories they have learned, understood and mastered with the current reality, and put forward the purpose of teaching practice through analysis and comprehensive research. This is the first step in the transformation from teaching theory to teaching practice. It is not enough just to stay on the teaching purpose. It should be further embodied as action plan, scheme, or conceptual model and mode, including: teaching content, teaching activities, teacher-student relationship and how they are staggered in time and space. Every teacher has to write lesson plans in class. That's what he does. Teaching plan, plan, mode and mode are the bridge and connection point between teaching theory and teaching practice. One of the pursuits of teaching science, from a practical point of view, is to hope that teachers' teaching plans will become more theoretical and scientific; Theoretically speaking, I hope that the things in books can really become teachers' teaching plans. However, so far, it has not gone beyond the scope of thought, cognition and spirit, and has not really returned to practice. Therefore, the third step is to put the teaching plan into action, activity and implementation. On the one hand, adhere to the implementation of established goals and plans; On the other hand, it eliminates the interference of various irrelevant or unfavorable factors. This is the real practice. However, teaching practice, like all other practical activities of human beings, is different from the instinctive activities of animals. It is not just a physical behavior or material transformation activity, but an activity with rational and social significance. The extent to which this activity has achieved its goal and the extent to which the theory it is based on is practical and scientific depends on its results. Therefore, the analysis and evaluation of teaching effect is also a necessary link for theory to return to practice. In particular, the return of theory to practice is not only to guide practice, but also to be tested, so as to correct and further develop the theory itself, and this is more important through evaluation. 3. Pay attention to the research of teaching experiment and teaching mode. From the above description, we can naturally draw this conclusion. It is not difficult to understand that the process of transforming teaching theory into teaching practice, returning to practice, guiding practice, accepting practice test, revision and further development is actually the teaching reform experiment that we have discussed and implemented enthusiastically in recent years, and it is also the generation process of teaching mode. It's just that some of our comrades, on the one hand, happily appreciate and participate in teaching experiments, on the other hand, talk passively there: teaching theory is still divorced from reality. Not connecting these two things, not realizing the rise of teaching experiments and the development of teaching model research, is actually solving the problem that teaching theory is divorced from reality. We try to analyze any teaching experiment at home and abroad, which reflects the process of transformation and further development from theory to practice. For example, a large-scale self-study counseling experiment is based on the theory that teachers guide students to learn book knowledge, students should be the main body of teaching, and students have individual differences in learning. The first step is to teach students to read by themselves, so as to cultivate self-learning ability and improve teaching quality. The second step is to design special teaching materials or self-study outlines, class types, teaching methods and teacher-student activities. The third step is to put it into practice. Finally, the students' academic performance and ability are analyzed and evaluated. In this way, the relevant teaching theories are not only transformed into practical activities to guide teaching to achieve practical results, but also generate a self-study tutoring teaching model. According to these two theories, the experiment of literacy teaching in the lower grades of primary schools in China has formed two distinctive literacy teaching models. This is well known and praised. First, mainly from the characteristics of Chinese characters, such as strict structure, the relationship between form, sound and meaning. Using analytical methods and adopting a teaching structure of reading and writing step by step, there was a teaching experiment of "centralized literacy"; Secondly, we mainly focus on the integrity of Chinese learning, use Chinese Pinyin to overcome the weakness of poor pronunciation of Chinese characters, adopt a comprehensive method, and adopt a synchronous teaching structure of literacy, reading and writing, so we have the experiment of "reading with phonetic notation and reading in advance". The practical effects of these two kinds of teaching experiments are very good, which proves that their respective theories have returned to practice and guided practice. At the same time, they all test and enrich Chinese teaching theory and even Chinese theory to varying degrees. Others, such as zankov's teaching experiment, are the process that his teaching development theory is transformed into practice, returned to practice, guided practice, tested by practice and further developed. Bruner's teaching experiments, including his small experiments in some experimental schools and the curriculum reform movement in the United States in the early 1960 s, are also the process in which his "structure-discovery" theory is transformed, regressed, guided and strictly tested. Bloom's teaching experiment is an activity of applying his teaching objectives classification, formative evaluation and mastering learning theory to teaching practice. And so on. They also gradually formed their own teaching system, that is, teaching mode, through practice. It can be seen that the development of teaching experiment and the generation of teaching mode are the bridge between teaching theory and teaching practice, and are the important forms and results of teaching theory transformation, regression, guiding practice and accepting practice test. Fortunately, in recent years, China's teaching experiments have flourished, and theoretical research on teaching models has also emerged. It not only embodies the combination of theory and practice in content and form, but also embodies this combination in the team. In other words, the research of teaching experiment and teaching mode is connected with teaching theory workers and teaching practice workers, including teachers and educational administrators. It can be considered that the rise of teaching experiment and the development of teaching model research have greatly changed the relationship between traditional teaching theory and teaching practice. We should be aware of this change in time, grasp this change in time, and actively participate in the research of teaching experiment and teaching mode. This change not only concretizes the leap from theory to practice (this article focuses on this aspect); In addition, the leap from practice to theory has deepened our understanding. The route from perceptual knowledge to rational knowledge based on practice cannot be misunderstood as: starting from scratch, waiting for the gift of nature; It is an effective way to put theory in the first place, carry out teaching experiments, generate teaching models, and then rise to theory. 4. Look at the problem comprehensively and avoid simplification. From the above discussion, it can be said that it is concrete, but strictly speaking it is simplified. According to the experience and lessons of history and reality, the following points should be mentioned in particular. First, the guidance of teaching theory to teaching practice is indirect, not directly realized. For example, through people, with the help of material strength, it goes through several steps and takes certain forms; Wait a minute. This has been seen from the above description. Second, indirectness also shows hierarchy. The relationship between teaching theory and teaching practice presents a chain or ladder shape. In their book Teaching and Development, zankov and others in the Soviet Union have a very reasonable sentence, which is also in line with the facts. They said: the principle of teaching theory based on practice and experiment "will play a guiding and regulating role in the future without the actual daily activities of teachers, the characteristics of various disciplines, the mastery of subject content and the characteristics of students' development." At that time, the teaching method characterized by direct efficiency will continue to guide teachers' work in detail during its implementation. The guiding ideology of the experimental system and its teaching theory principles are implemented in teachers' daily activities and learning through teaching methods. " In other words, once the theory is produced, it "leaves" practice; It returns to practice and guides practice, and it must go through the intermediate discipline of teaching method. In fact, according to what we said at the beginning of this article, there are many intermediate disciplines. Their degree of separation from practice, route and method of combination are different, showing many levels. If we don't establish a hierarchical concept, regard the process of transforming theory into practice as a one-time thing, and treat different disciplines equally, it will be simplified. Third, honesty. This was shelved and abandoned in the previous discussion, because it is a general problem and needs to be discussed intensively. The so-called wholeness is the transformation from teaching theory to practice. Although it can generally be said that concrete theory guides practice, strictly speaking, it is a metaphysical statement, which is extracted from the whole and studied in isolation and static state. In fact, there is no isolated teaching theory to guide practice alone, but all the existing theories work and present a long history. For example, zankov's teaching development theory guides practice through experiments. On the one hand, it can be said that the Five Principles are the main concrete theories at work, but on the other hand, it should also be said that the sum of historical achievements of various disciplines is at work, and it is only a section intercepted in the endless stream. Another example is the teaching experiment of improving mathematics quality in Qingpu County, China, which summarizes four basic principles: emotional principle, progressive principle, activity principle and feedback principle. This is of course a good abstract summary and highlights the key points. However, if we look at it more carefully, we think that it highlights some inherent elements and adds some new elements in the sum of Chinese and foreign traditional teaching theories and practices, mainly strengthening exploration, activity, emotion, feedback and feedback, thus causing the overall reorganization and qualitative change of the guiding theory. It is the whole theory that plays a guiding role, not several principles that are divorced from the whole. Therefore, it can be said that theory guiding practice is an overall effect, or an effect of combining the whole with the key points. The correspondence between theory and practice can only be seen in the very limited scope of extremely individual problems, and relatively simple one-to-one and linear causality can be seen. Once, we misunderstood this point: the so-called "learn a little, use a little", "use what, learn what", "use what you have learned" and "use what you have learned" ... As we all know, Lin Biao took these statements to the extreme. From the perspective of philosophical epistemology, this is empiricism, even whiteboard theory. It not only denies the systematicness and integrity of theory, but also misinterprets the true meaning of practice. The so-called practice of Marxism is social and historical practice, including but not limited to personal and current practice. The so-called theory, its production and function, can never be separated from the sum of all the knowledge created by human beings. Finally, we should also consider the influence of sociological factors. This was also put aside for the time being during the discussion above. In other words, the above analysis is mainly from the perspective of epistemology, and does not involve social, political, economic, cultural and other factors, especially values. Lenin once pointed out: "There is a famous saying that geometric axioms will be refuted if they go against people's interests." A particularly prominent example in reality is the one-sided pursuit of the enrollment rate, which focuses on the entrance examination, which greatly hinders the implementation of the all-round development education policy. Teaching experiments encounter great difficulties, and it is almost impossible to carry out them in graduating classes (senior three and junior three). No matter how good the teaching theory, teaching mode, teaching methods, strategies and techniques are, they will only be put aside as long as they are not in tune with the entrance examination. Therefore, the transformation from teaching theory to teaching practice must also have corresponding social conditions, including correct social motivation and good social environment. To sum up, the problem of "theory divorced from practice" in the teaching field is really being paid attention to and seriously studied, which is mainly manifested in rational thinking on the essence of this problem, and at the same time, various conditions and operating mechanisms for turning it into practice are discussed in detail. This is a step forward than staying in general discussion, criticism and call. However, it must be noted that the problem of integrating theory with practice is a very complicated problem after all, and the teaching experiment and teaching mode mentioned above are only a concrete and formal way. In fact, the relationship between theory and practice is extremely extensive and profound, and not all of them can be concretized and formalized.