For a long time, pedagogics has been censured for its lower status in disciplines, and ignored for its deficiency in practical effectiveness. As the latter as concerned, the critical issue is the relationship between theory and practice in education. To justify this relationship, we can't overlook the variety of educational theories or regard it as the differences in abstract levels (or distances from practice), but connect the view of the relationship with the essential differentiation and construction of educational theories. The dissertation refers to the analytical frame proposed by Wilfred Carr, while extends the empirical-analytical foundations to the history and classification of pedagogics, and focuses on five patterns of educational theories in the nature or approach of knowledge with the respect view of educational practice or the theory-practice relationship. These approaches are as follows:Ⅰ. "Science" approach. It take example of natural sciences, deal with educational facts by means of experiment, measurement, and test for sake of objective and general knowledge about education. This pattern of educational theory has an indirect intervene in educational practice by transforming science into technology or establishing the technology of education. And so educational practice is a kind of"technical" practice which is similar to "production", after "efficiency", and characteristic of " application ".Ⅱ. "Art" approach. It break out the idea that considered pedagogics as a pure body of science, attempt to produce the practical rules of education by inducing the experiences from educational practitioners or deducing principles from those contributory disciplines. These rules involve in the structure of "means-ends", and have an "soft" function of regulation and restriction as morals do. In general, they works in virtue of face-to-face indoctrination or media of institutions. This approach assumes educational practice as a kind of "moral" practice that is guided by the extrinsic rules.Ⅲ. "Practical "approach. Based on the critique of the view of practice in rationalism,