This article defines speech communication, education of speech communication, and the reflection theory of speech communication education in terms of system/environment-difference theory. Furthermore, it seeks a desirable development direction for speech communication education positioned in the context of society. The system/environment-difference theory offers a new perspective, which is impossible for the parallel ontology between subject and object. Systems are not self-sufficient because of their dependence on the energy source in the environment, and autonomous because of their own chains of operations. Systems are generated through their interaction with the environment, but exclude the environment by virtue of self-identification operations. Empirical examples of so-called “autopoietic systems” are biological systems such as chains of life operations, psychic systems such as chains of thought operations, and social systems such as chains of communication operations. Seen from this frame of autopoietic systems, all objects of human and social sciences are chains of communications. “Speech communication” is a specific kind of oral communication intending to enhance the effect of communication. “Education of speech communication” is communication from good intention, which aims to mediate effective techniques and abilities of communication. “The reflection theory of speech communication education” is “communication which reflects the rationality of speech communication”. Contrasting lonely existing subjects, which only depend on reason, systems, able to operate only on the context of relation to their environment, keep an eye on three kinds of reason: social, temporal, and factual. This article discusses several concrete tasks through which the reflection theory can encourage speech communication education to improve via the terms of these three kinds of reason.