The reform of educational practice is the normal mechanism for education to adapt to and further promote social change, and it is the material basis for generating and constructing educational theories. As a summary and interpretation of educational practice, the form, content, structure and discourse of educational theory need to be synchronized with reality and fully reflect and express the change of educational practice, which is the key for educational theory to gain the vitality of the times and have the right to speak on education. In today's world, which is undergoing major changes unseen in a century, education is an important part of it. The new era calls for new educational theories. It is necessary to fully reveal the intrinsic relationship between educational theory innovation and educational practice reform to further promote the reform of educational practice and construct original educational theories.
1. The reform of educational practice is the premise and basis of educational theoretical innovationThe so-called practice, according to Aristotle's understanding, is the activity of the good and the leading to the good, and the continuous making of man as a human being. For Kant, practice is a concept corresponding to theoretical speculation, which refers to specific moral and ethical behaviors that are directly related to the real life of people. In this understanding, it is certainly the premise and basis for the change of things, but it does not mean that it is a step-by-step way of behavior or "doing things", on the contrary, it is a conscious and purposeful self-development activity of people under the guidance of the concept of seeking goodness and beauty, with a clear goodness and transformation. Education is an important field of human practice, is people's expectations and planning for their own development, when the various factors that affect social development between the more fierce conflicts and contradictions, education will inevitably make adjustments to its original pace and mode, in order to synchronize with social changes, better adapt to the requirements of the times. As Dewey put it: "Our social life is undergoing a radical and fundamental change." If our education must have any meaning for life, then it must undergo a corresponding complete transformation. "Certain educational concepts and theories are the active elements of educational practice change, and their value lies in the ability to make educational practice change its own form, content and mode in a timely manner in accordance with the ethical orientation of seeking perfection and beauty, so as to play its social function more effectively, and then promote social change. Therefore, the reform of educational practice is not only an act that follows the original logic of education and has a clear educational vision, but also a process that inherently contains a certain educational concept or educational theory and is guided by it. Whenever society is at a critical moment of change and transformation, educational theories are required to be able to actively interpret and explain, and to support them in a different way than before, so as to realize the guiding function of educational theories in educational practice. If educational theories do not take care of educational practice at this juncture, ignore the changes in educational practice, and talk to themselves, the rift between them will inevitably be bridged. Therefore, only through the internal logic of the reform of educational practice can we construct an educational theory system and discourse mode that can reflect the essence of education.
1) The reform of educational practice and the relative independence of education.
The reform of educational practice is a change activity with distinct epochal characteristics that occurs in order to highlight the social function of education, which is essentially a concrete embodiment of the relative independence of education and reflects the educational needs of society. In order to understand the initiative of the social function of education, it is necessary to fully grasp the relative independence of education and fully understand its theoretical value and practical significance. The first is the so-called "relative", which means that the existence and change of educational activities are conditional, and the performance of their social functions depends on the support of certain social conditions, and at the same time changes with their changes. The second is the so-called "independence", which refers to the internal stability of the behavioral value of education, emphasizing that educational activities have their own characteristics and a strong ability to independently propose and implement behavioral goals, and are not easily affected by other external factors. The superposition of these two meanings not only illustrates the social constraints of education, but also highlights that the relative independence of education is the internal factor that drives education to get rid of shackles and achieve changes that transcend the times. As a social existence, human development will inevitably be restricted and affected by various social factors. In this process, the transformation of educational practice is an activity that has a distinct value orientation and rich cultural connotation, and fully integrates various elements that are conducive to human development in an unusual way. Based on the life nature of education, it is the value purpose of educational practice reform to continuously make its own value and function closer to the needs of promoting human and social development, which embodies people's expectations and design for their own development. Therefore, every reform of educational practice is a transformation and innovation of current education on the basis of the existing historical development, and it is a dynamic activity with a strong historical foundation, facing the future and oriented to problem solving. To fully explain this point is to reveal that as a social activity to cultivate people for the future, education has a strong agency, and it can transcend these constraints and influences through self-transformation under the conditions of being restricted and influenced, and then better play its own functions and roles, and the social function of education is realized under the condition that the two forces of education in terms of social constraints and agency reach a certain balance.
2) The need for reform of educational practice and people's own development.
Education is an activity that cultivates people as their own responsibility, and people live in society, and a person wants to settle down in society, especially to be able to adapt to a specific system, he must accept the requirements and constraints of society, for this reason, subject to society, for a certain era and body affairs is the premise for education to play its own functions. However, there is a broader and higher value goal of education, and as Socrates said, education is not indoctrination, but ignition of a fire. While helping people adapt to a certain era and system, it is also necessary to eliminate obscurities, improve human nature, and embody the function of promoting people to achieve better development at a more profound level. The gap between ideals and reality makes it possible for the current environment and conditions to be incompatible with human development, and even to deviate or conflict with each other. Under such circumstances, it is necessary for education to make necessary adjustments in terms of form, content and method in a timely manner, so as to achieve a dynamic balance in the process of various factors playing against each other, so as to better demonstrate the social function of education and promote human development.
Education comes from life, exists in life and unfolds in life, and generation and change are the nature of life, in this sense, ** is consistent with the internal needs of life and human development, and is the way of activity in which educational activities can be carried out smoothly, which ensures that education can prove its existence through its own initiative under any conditions. According to this logic, ** is the essential attribute of education, and education that conforms to the nature of life is to take ** as its way of activity to highlight its value. The character of the first makes the educational activities no matter when, no matter what system, even if the power that deviates from its nature is strong, there is an internal active force to affect its own practice, which is the source of educational activities, is its intrinsic value, the basis for responding to various changes in the outside world, and constitutes the core connotation of the transcendence of education. The educational activities carried out by ** are synchronized with the needs of human existence and development, and are the reflection of the academic character of education. If the process and methods of education are contrary to this, its activities and even its content will inevitably deviate from the origin of education. In general, the ** nature of education is usually implicitly present in the process of educational activity and functions in a silent manner. When education runs smoothly with its own inertia or the external force is greater than the education itself, people may often turn a blind eye to its existence, however, when the social change puts forward higher requirements and challenges to education, the accumulated power of education will be revealed, and become the internal motivation to promote the change of educational practice.