本文首先根據Glaser（1982）的〈教學心理學：過去、現在和未來〉這篇論文，說明過去哲學中的學習理論如何演變為後來的「教學心理學」（instructional psychology），終於使得心理學理論能與實際的教育情境相連結。其次是根據Glaser（1990）的〈從教學研究裡學習理論的再出現〉這篇文章，陳述三類重要的教學方案，並預期將來可能由這些教學方案的教學實驗中產生不同的學習理論。最後，本文作者整合上述Glaser的看法，強調：學習理論與教學心理學研究二者之間，以及教育哲學的理念，教育的實際活動與心理學實徵研究之間，都必須彼此互動、溝通、調整，各方面都才會進步，對實際教育才有幫助。

In this paper, the history of instructional psychology is first briefly reviewed, according to Glaser (1982), which was emphasized that a linking science, namely instructional psychology, is needed to intervene between learning theory and educational practice. Then, the development of three programs of instructional research ¾ for the acquisition of proceduralized knowledge, the development of regulatory strategies, and the structuring of knowledge for problem solving ¾ are introduced, according to Glaser (1990). Since instructional experimentation is now of increasing value, Glaser (1990) forecass the reemergence of learning theory within these instructional researches. Finally, this paper concludes and stresses that it is important for educational philosophy, educational practice, and instructional psychology to interact, communicate and modify mutually.