Problems in instruction is the inner force which pushed forward the development of instruction. k is people抯 investigation and solvation that improve instruction. Many flaws in contemporary instruction theory and practice were closely connected with values of instruction. Lack of research on values of instruction was one of the important reasons for its unsolvation. All these led to the perspective and reflection on values of instruction to be a subject with realistic meaning. The theoretical understanding on values of instruction is the necessary preparation for defining the detailed question category, emphasis point and analysis framework. Moreover, values of instruction not only is a problem of concept, but also is strongly related to social-history and dines, and more a practical subject. The introduction part expounds the meaning and goal of this research, and gives a introduction to the background and condition of this research, and finally inspects the problems put forward in this research and then supplies basic thoughts and methods of this subject. The theory part; by analyzing the integration between history and reality, between stability and dynamic development, between group and individual, between adaptation and sluggishness, draws the outline of values of instruction. B~?analvzng the sustaining function of identity and its subfunctions, this part supplies the new way of inspecting the amplification of values of instruction. By analyzing the interaction between group and individual, activity perspective and psycholinguistic perspective, this part prepares theory for the innovation of values of instruction. By analyzing the formation of contents, it gives the values of instruction made up of six aspects and then supplies the analysis framework for the research in later parts. Literature review part, from six aspects, compares traditional values with western ones. Through two kinds of description, by placing it in a given space, Cbin&s contemporary values will appear in a stereoscopy, and it is also helpful to objectively inspect it. Current situation part, on the basic of questionnaire investigation and face to face talk, describes and analyzes the six aspects of values of instruction, and deeply inspects the existing problems. At the same time, through the description and analysis, it makes the problems which are bound to be encounter show up in the conflict and innovation period. Conflict perspective part makes clear the meaning, nature and the concerned paradox. By describing the kinds of conflict, it generalizes four basic characteristics of the conflicts, and it supplies the methodology to the solvation of the conflicts. The innovation part, from two aspects of inner meaning and outer requirements, explains the necessity of innovation, and also puts forward two innovative strategies, one is the factors to overcome the difficulties, the other is to improve people抯 ability of understanding and innovation. In the last part, six aspects of prospects were supplied.