‘教學做合一’的形成在陶先生的‘生活即教育’一文中說:‘没有“教育即生活”的理論在前,决產生不出“教學做合一”的理論’,可見‘教學做合一’是脫胎於‘教育即生活’的。一九一九年,他首先發表了‘教學合一’一文,主張教的法子要根據學的法子。一九二二年‘進一步主張:事怎樣做就怎樣學,怎樣學就怎樣教;教的法子要根據學的法子,學的法子要根據做的法子’。‘但是教學做合一之名尚未出現’。到了一九二五年才‘直稱爲教學做合一’。一九二六年在‘中國師範教育建設論’中把‘教學做合一’的原理作了系統的叙述。一九二七年十一月在曉莊,又作了進一步的叙述。到了一九三一年十月,在‘教學做合一下之教科書’一文中對於‘做’作了特別的說明。至此,‘教學做合一’的原理才算奠定了。與這有關係的還有‘行是知之始’和‘在勞力上勞心’的兩篇文章;這是‘教學做合一’的哲學基礎。(以上均見‘教學做合一討論集’的‘教學做合一’) The formation of “teaching to do one” In his article “Life is Education”, Mr. Tao said: ’Without the theory of “education is life,” there is no theory of “teaching to be one” To be one ’is born out of’ education is life ’. In 1919, he first published the article titled “Teaching Oneness,” arguing that teaching methods should be based on learning methods. In 1922, he further advocated how things should be learned and how to learn how to teach. Teaching methods should be based on the method of learning and the method of learning based on the method of doing. ’ But the name of teaching has not yet appeared. It was only in 1925 that “teaching and learning became one.” In 1926, the principle of “unifying teaching” was systematically described in the “Theory of China Normal Education”. In Xiaozhuang in November 1927, he made further narration. By October 1931 there was a special account of ’doing’ in the text ’Teaching in a Unified Textbook’. At this point, the principle of “teaching to be one” is considered laid. Related to this there are two essays: ’Line is the beginning of knowledge’ and ’Labor at work’; this is the philosophical foundation of ’teaching to be one.’ (See above, ’teaching to do a set to discuss’ ’teaching to do one’)