Research on“Life-Practice”Education and Interdisciplinary Thematic Teaching-A Dual-Structure Analysis Based on the Unity of Knowledge andAction Theory
LAN Shuyang
(Faculty of Social Welfare, Josai International University,Tokyo, Japan 283-8555)
Abstract: This study employs theoretical analysis to examine the core concepts, differences, and complementarity between“Life-Practice"Education (LPE) and interdisciplinary thematic teaching(ITT) under the framework of the Unity of Knowledge and Action Theory. By analyzing case studies such as the“School Lunch Waste Reduction”project (demonstrating learning by application) and the“Household Water-Saving Initiative”(exemplifying unity of knowing and doing), the research explores their synergistic models and dual-structure relationship, revealing pathways and value for collaborative education.Findings indicate that LPE, driven by real-world contexts, fosters experiential learning, while ITT enhances cognitive restructuring through knowledge integration. Both approaches converge in cultivating problem-solving competencies and form a“practice-cognition” complementary cycle. The study proposes an “integrated dual-aspect”framework, bridging Tao Xingzhi's educational philosophy with modern interdisciplinary theory. Practically, it offers operational paradigms like project-based learning(PBL) to address disciplinary fragmentation and the knowledge-action divide, ultimately nurturing future talents with both practical agency and systemic thinking.
Keywords:“Life-Practice”Education; interdisciplinary teaching; unity of knowledge and action; dual-structure; collaborative education
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