If teaching is a natural educational behavior,the question of"how teaching becomes education"cannot exist.Conversely,the existence of this question means that teaching is not a natural educational behavior.Or one might say that an ordinary person who does not pay attention to conceptual rigor would not regard any kind of informing or training as education.They may not have a theoretical definition of certain educational concepts,but they can still judge that certain behaviors(such as teaching)that are very similar to education are not genuine educational behaviors.To make teaching become education,teachers must meet the following expectations:First,they must have a profound understanding of the value of education to individuals and society and base their identity as"realizers of educational value",an identity long hidden behind the social role of"educational workers".Second,they must consciously realize the comprehensive educational function of course teaching.Teachers need to form the habit of linking teaching content,methods,and educational goals.Only when they reach this level can the comprehensive educational function of course teaching become a social instinct of teachers.Third,they must accept and practice educational spiritual principles and technical rules.The theory of instruction contains different dimensions of specificity,which can be broadly divided into spiritual principles and technical rules.They have the potential to enable teachers to make teaching a success Since the technical rules mainly serve to improve the teaching efficiency,and cannot change the nature of teaching,therefore,in"making teaching education",the key is to practice the spiritual principles of education.From a theoretical perspective,the logical connotation of"making teaching education"can be expressed as follows:First,the possibility of promoting the development of learners through the acquisition of knowledge is its objective prerequisite.If the acquisition of knowledge by learners does not bring any additional value beyond"acquisition",then teaching can only be itself and cannot become anything else.Second,the self-identification of teachers as"realizers of educational value"is the subjective prerequisite for"making teaching education".If teachers do not have a strong subjective will to realize educational value,any educational value-added to knowledge teaching cannot be achieved.In this case,teaching can only have local and fragmented connections with education,but cannot be fully transformed into education.Third,teachers'acceptance and practice of educational spiritual principles and technical rules is the mediating variable for"making teaching education".From a social perspective,our focus on"how teaching becomes education"is a theoretical response to the current high-quality development of education.This response is not only a reasonable stance for educational theory researchers,but also an inevitable move in the healthy interaction between educational theory and practice.
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