在人文社會學術領域中，例如哲學、心理學、社會學、人類學等，近二十餘年來，對於探 討人類的學習、思考、言行和互動等，有許多學者檢討和批判傳統上盛行理論的一些限制 和不足，形成了一股所謂「實務轉向」（practice turn）的風潮，並帶動一系列的研究和理 論發展，對於如何分析、探討和實務相關的研究議題，在傳統理論基礎之上，逐漸發展出 一些更切合實務特性的理論主張和研究取向。本文中將先引介國外人文社會領域「實務轉 向」的新近發展，包含實務理論和實務體系結構理論，隨後針對這些理論在教育上的應用， 提出一個「教學實務模型」，期能做為有助中小學教師以及大學教師進行教學實務研究的 參考。

In the fields of humanities and social studies, for example, philosophy, psychology, sociology, anthropology, etc., a so-called "practice turn" has taken place over the past 20 years. Many scholars have reviewed and criticized the limitations and deficiencies of the dominant traditional theories on learning, thinking, human behaviors, and social interaction, leading to a series of research and theoretical developments on how to analyze and investigate research issues related to practice. Based on, but going beyond the traditional theories, they were able to gradually develop a variety of theoretical accounts and research orientations pertinent to highlight the characteristics and features of practice. First, this article aims at introducing the recent developments of the "practice turn" in the field of humanities and social studies, including the theories of practice and the theory of practice architectures. Subsequently, based on the potential applications of these theoretical perspectives, the author puts forward an "Instructional Practice Model", which is meant to be applied as a reference for school teachers and university professors to carry out research studies on instructional practice.