克服教学理论脱离教学实践的局限，加强教学论研究的实践指向，生成发展实践教学论是教学论学科发展的方向。但是教学理论工作者和教学实践工作者合作生产实践教学论知识的过程中，存在着貌合神离、各自为阵的问题。由此需要从理论上深入分析实践教学论知识共生的阻力与动力。

已有实践教学论知识生产论主张回到教师日常生活实践中去解读教师教学实践知识，或主张基于教师教学实践行动反思总结提升有效教学知识，或主张对教师教学实践进行实证批判形成教学因果关系知识。这存在着知识生产的主观经验论与外部条件客观决定论分离的局限，未能寻求实践教学论知识生产的社会制约性和主体能动性的统一。本研究试图超越这一局限，有机结合知识生产的社会制约性与主体能动性，构建实践教学论知识生产的社会建构论，并提供实证支持。

本研究从知识生产的社会建构论出发，总体回答理论与实践结合的实践教学论知识生产何以可能的问题。具体回答实践教学论知识生产活动的社会制约性与主观能动性如何统一，目标功能如何定位，实践工作过程与研究过程如何统一以及教学理论工作者与教学实践工作者共生知识的条件，系统构建实践教学论知识生产的场域共生论。

本研究运用理论研究与案例研究相结合的研究方法。理论上综合布迪厄的场域理论与恩格斯托姆的第三代文化-历史活动理论，揭示教学理论工作者与教学实践工作者知识生产的区隔逻辑成因，教学理论工作者与教学实践工作者共生知识的场域，以及二者互动的过程和条件。采用目的性抽样方法，选择高校教学论学者与中小学教师合作开展教学改进研究的案例，通过访谈、现场活动观察、以及收集教学研究方案、课例与教师心得体会等多种实物资料，初步验证本研究构建的理论解释框架。

本研究提出的观点和得出的结论如下：

（1）实践教学论是来源于具体情境的变革性教学实践，揭示教与学统一的性质、过程与条件，指向教学实践改进的教学理论。实践教学论知识生产是教学理论工作者与实践工作者基于教学现场问题，通过以课为例的教学行动改进研究，产出教学认识与实践成果的认识与实践统一的活动。

（2）教学理论工作者与实践工作者的知识生产会受到各自场域、惯习与资本的支配，形成各自的文化再生产逻辑，导致二者的共生出现区隔。具体表现为教学理论工作者日常处于关注教学论学科发展的学术场域中，追求的是教学研究成果这一学术资本，在“追求科学性”的学术惯习影响下，习惯遵循教学论学科学术逻辑追逐理论性知识的生产；教学实践工作者日常处于关注学生发展的教育教学场域中，追求的是受课堂教学成效影响的教学专业文化资本，在“追求实效性”的实践惯习影响下，习惯遵循教学实践的逻辑追逐实践性知识的生产。案例研究发现，教学理论工作者做课题出成果的学术逻辑与教学实践工作者追求教学质量提升的工作逻辑冲突，导致二者难以结合。

（3）实践教学论知识的场域共生需要对教学理论工作者与实践工作者各自知识生产的过程进行改造。教学理论工作者改变单纯注视、聆听与批判教学实践的知识生产方式，教学实践工作者改变单纯依赖教学行动方式经验积累生产知识的方式。二者基于教学实践变革要求，通过进入课堂现场，基于教学实践改进问题、合议解决方案、共同观察反思、共同总结提炼形成基于教学成效的教学研究成果。案例研究发现，二者在研究过程中的深度融合与共识是产出教学理论与实践成果的关键。

（4）实践教学论知识的场域共生需要进行知识生产活动场域、主体、客体与工具条件的改造。教学理论工作者与实践工作者需形成地位平等、目标一致、规则清晰、分工明确的研究-实践共同体，建立一个打破权力利益逻辑的共同研究场域。教学理论工作者与实践工作者需改变生产抽象理论知识或经验知识的惯习，调动合作开展共同问题导向的实践改进研究的能动性，把解决教学难题与产出教学认识实践成果作为知识生产的客体，借助合理设计的课例研究工具，在教研员等相关人员提供支持保障的情境中生产实践教学论知识。案例研究发现，主体、客体、工具与共同体成员提供支持保障的情境是实践教学论知识场域共生的关键条件。

为了促进中国教学改革高质量发展和形成教学论发展的中国学科话语体系，本研究建议教育行政部门为实践教学论知识生产建立科学的生产评价激励机制，改变唯论文、唯成绩的评价制度，让基于课堂教学实践改进成效的成果发挥示范引领作用；建议教学理论工作者重视教学实践改进研究，主动深度介入教学实践；建议教学实践工作者积极寻求理论与实践结合，投入到教学实践的研究变革中。

Overcoming the limitation of teaching theory deviating from teaching practice, strengthening the practical direction of teaching theory research, and generating and developing practical teaching theory is the direction of the development of teaching theory discipline. However, there is a problem where teaching theorists enter the teaching practice scene and work together with teaching practitioners to produce practical teaching theory, which appears to be disconnected and separate from each other. Therefore, it is necessary to deeply analyze the resistance and motivation of knowledge symbiosis in practical teaching theory theoretically.

The existing knowledge production theory of practical teaching theory advocates returning to teachers’ daily life practice to interpret teachers’ teaching practice knowledge, or advocates improving effective teaching knowledge based on reflection and summary of teachers’ teaching practice actions, or advocates empirical criticism of teachers’ teaching practices to form teaching causality knowledge . This has the limitation of separating the subjective empiricism of knowledge production from the objective determinism of external conditions, and fails to seek the unity of social constraints and subject initiative of knowledge production of practical teaching theory. This study attempts to transcend this limitation, organically combine the social constraints and subject initiative of knowledge production, construct a social construction theory of knowledge production in practical teaching theory, and provide empirical support.

This study starts from the social construction theory of knowledge production and generally answers the question of how knowledge production is possible through practical teaching theory that combines theory and practice. Specifically answer the question of how to unify the social constraints and subjective initiative of knowledge production activities in practical teaching theory, how to position the target function, how to unify the practical work process and the research process, and the conditions for the symbiosis of knowledge between teaching theory workers and teaching practice workers. Systematically construct field symbiosis theory for knowledge production of practical teaching theory.

This study uses a research method that combines theory and case study. In theory, by integrating Bourdieu's field theory with Engelstrom's third generation cultural historical activity theory, this paper reveals the logical reasons for the division of knowledge production between teaching theorists and teaching practitioners, as well as the process and conditions of the symbiotic knowledge field and interaction between teaching theorists and teaching practitioners.Purposive sampling method was used to select cases where university teaching theory researchers collaborated with primary and secondary school teachers to study teaching improvement. Through interviews, on-site activity observation and collection of various physical data such as teaching research plans, lesson examples and teachers’ experiences, the theoretical explanation framework constructed in this study was preliminarily validated.

The viewpoints and conclusions proposed in this study are as follows:

(1) Practical teaching theory is a teaching theory derived from transformative teaching practice derived from specific situations, revealing the nature, process and conditions of the unity of teaching and learning, and pointing to the improvement of teaching practice. Knowledge production of practical teaching theory is an activity in which teaching theorists and practitioners are based on on-site teaching problems and conduct research on teaching action improvement using lessons as examples to produce teaching knowledge and practical results in a unified way.

(2) The knowledge production of teaching theorists and practitioners will be dominated by their respective fields, habits, and capitals, forming their own cultural reproduction logics, resulting in the symbiosis between the two appearing to be seemingly incompatible but mysteriously separate. Specifically, teaching theorists are in the academic field of universities that pay attention to the development of the teaching theory discipline in their daily lives, pursuing the academic capital of teaching research results. Under the influence of the academic habit of "pursuing scientificity", they are accustomed to following the academic logic of the teaching theory discipline to pursue the production of theoretical knowledge. Teaching practitioners are constantly in the field of education and teaching that focuses on students' development. They pursue the cultural capital of the teaching profession that is influenced by the effectiveness of classroom teaching, and are accustomed to following the logic of teaching practice and pursuing the production of practical knowledge under the influence of the practice habit of "pursuing effectiveness".The case study found that the logic of teaching theorists working on projects to produce results conflicts with the logic of teaching practitioners pursuing teaching quality improvement, making it difficult to combine the two.

(3) The field symbiosis of practical teaching theory requires the transformation of the knowledge production process of teaching theory workers and practical workers. Teaching theory workers change the knowledge production mode of simply watching, listening and criticizing teaching practice, and teaching practice workers change the way of accumulating knowledge and producing knowledge solely relying on teaching action methods and experience. Based on the ideal transformation requirements of teaching practice, the two form teaching research results based on teaching effectiveness by entering the classroom, improving problems based on teaching practice, discussing solutions, observing and reflecting together, and summarizing and refining together.The case study found that the deep integration and consensus between the two in the research process are the key to producing teaching theory and practical results.

(4) The field symbiosis of practical teaching theory requires the transformation of knowledge production activity field, subject, object and tool conditions. Teaching theorists and practitioners need to form a research-practice community with equal status, consistent goals, clear rules, and clear division of labor, and establish a common research field that breaks the logic of power and interests. Teaching theorists and practitioners need to change their habits of producing abstract theoretical knowledge or experiential knowledge, mobilize the initiative to cooperate in carrying out common problem-oriented practical improvement research, and regard solving teaching problems and producing practical results of teaching understanding as the objects of knowledge production. With the help of reasonably designed lesson study tools, practical pedagogical knowledge is produced in a context where teaching researchers and other relevant personnel provide support and guarantees. The case study found that the context in which subjects, objects, tools and community members provide support and guarantees is the key condition for the symbiosis of the knowledge field of practical teaching theory.

In order to promote the high-quality development of China's teaching reform and form a Chinese discipline discourse system for the development of teaching theory, this study recommends that the education administration department establishes a scientific production evaluation incentive mechanism for the production of practical teaching theory knowledge, changes the paper-only and performance-only evaluation system, and let the achievements based on classroom teaching practice improvement play a demonstration and leading role.It is recommended that teaching theorists pay attention to teaching practice improvement research and proactively get deeply involved in teaching practice.It is recommended that teaching practitioners actively seek to combine theory and practice and invest in the research and reform of teaching practice.