在教育圈子裡的一些人會認為：(1)教育理論的功用及角色在於指導實際教育活動的進行：(2)好的教育理論可以是運用各學科研究成果於教育活動的一個結果。 但作者反對這樣的看法，作者主張(1)教育理論的功用及角色在於協助實際教育活動的圓滿進行，而不是“引導”或“指導”實際教育活動的進行。教育理論充其量只是教育實務的參考依據：(2)教育理論的建構過程中，理論建構者一定要與教 育實務工作者維持對話關係。 本文」共分為五小節，第一節概述作者的立場。第二節從知識的性質出發，論述由文字表達的理論本身有其缺憾，而這種缺憾使得教育理論不能被用來指導教育實務工作。第三節從教育實作的性質為起點，論述以學科為基礎的理論註定要失敗。在第四節中，作者提出理想教育理論建構的合理過程。在最後一節裡，作者呼籲教育理論工作者應放下白己的身段與教育實務工作者合作。

It is not uncommon for academics in Taiwan's teachers college accepting the two following statements: 1) the function and role educational theories play is to lead the proceedings of educational activities; 2) a good educational the-ory can be solely discipline -based. The author of this essay, however, challenges these two ideas. Instead, the author argues that 1) the function and role educational theories play is limited, they are at most a reference of framework in relation to educational activities; 2) discipline-based educational theories are bound to fail on the ground that the nature of educational practice is not properly taken into account. The essay has five sections. The first section highlights the position of the author; the second section argues, based on the account of characteristics of knowledge, that educational theories are logically inadequate in leading the proceedings of educational activities; the third section contends that discipline-based educational theories are bound to fail in helping the achievement of good educational practices; in the fourth section, the author offers a model for constructing educational theories; in the final section, the author suggests that academics in teachers college should closely cooperate with educational practioners on equal footing.