教育学

With the research going into deep, more and more problem needed for pedagogical participation, and pedagogical participation enhanced farther the correlation between pedagogics and economics in educational economics research.

伴随着研究的深入，越来越多的问题离不开教育学的参与，而教育学的参与又进一步加深了教育经济学研究中经济学与教育学的关联。

The correlation of economics and pedagogics to educational economics is discussed in this part. The educational economics" methods are mainly determined by economics, which are restricted and supplemented by pedagogics at the same time. It is especially pointed out that how pedagogics" notion, ethic, concept system and so on are embodied internally in educational economics research.

分析论述了经济学和教育学的研究方法及理论观念与教育经济学研究的相互关系，提出经济学方法对教育经济学方法的决定性，以及教育学对于教育经济学方法的制约和补充，特别是教育学的观念、伦理、概念体系等应该如何在教育经济学的研究中内在地体现出来。

The first chapter ("Economic Analysis: the Analytic Framework of the New Institutional Pedagogy"), the methodology of the paper, emphasizes the Old Institutional Pedagogy must be replaced by the New Institutional Pedagogy because of its radicalness in its analytic framework.

第1章("经济分析：新制度教育学的分析框架")是方法论部分，强调旧制度教育学的分析框架过于激进，必须用新制度教育学的经济分析方法取而代之。

The dissertation considers that there is an inner relationship between various elements of e- ducology and a given culture, which produces"the culturalcharacter of educology". Educational problems have factual bases, but their nature should be considered as subjectivity, valuableness, and historicity, which distinguish educational problems from educational facts and related prob- lems of other disciplines. Besides having a logical feature of scientific concepts, the nature of edu- cational concepts should be considered as historicity, normativity, valuableness and expressivity. Educological activity is a kind of subjective activity. The subjects of educology are not only the subjects of knowledge, but also the subjects of value and practice. Educological works are products of their whole soul life, which embody their life and social ideals.

本文阐明，教育学活动的诸要素与一定的文化之间存在着内在的关联，具有文化特征，构成教育学的文化性格：教育问题有它客观的事实基础，但是教育问题的质是它的主观性、价值性、历史性，这是教育问题与教育事实以及相关学科问题的分界线；教育概念除了一般科学概念所具有的逻辑特性以外，在质上是一类历史性、规范性、价值性与表达性的概念；教育学活动是一种主体的活动，这种主体在活动中不仅是认识的主体，更是价值的主体和实践的主体，因此，教育学著作是他们整个心灵生活的结晶，体现着他们的人生和社会理想。

The reason why pedagogy twists and suffers dilemma is that lively and practical pedagogy knowledge cannot replace the doctrinism, elegant narratives and speculated description in pedagogy knowledge.

之所以教育成&学&的过程一波三折、教育学屡遭困境，是因为生活的、实践的教育学知识观并未能取代本质主义的、宏伟叙事的和规范描述的教育学知识观。

The current and future Chinese scientific educational reform desiderates the academic support of scientific educational research.

我国当前和今后的科学教育改革亟需科学教育研究的学术支撑，尽快形成科学教育学的学科建制，把科学教育学增列为教育学的二级学科；在大学建立更多的科学教育研究中心；成立全国性的科学教育学会，创办科学教育研究期刊。

Charter II, it takes education serving individuals' development and socialization as basic education-philosophy. It peruses some basic theoretical problems in educational resource allocation and provides educational standpoints to explain and solve it.

第二章，以&教育是为人的发展和社会化的服务&为教育学基本理论假设，对教育资源配置中的几个基本理论问题进行教育学解读，为解释和解决教育资源配置问题提供教育学观点。

Charter Ⅱ, it takes education serving individuals' development and socialization as basic education-philosophy. It peruses some basic theoretical problems in educational resource allocation and provides educational standpoints to explain and solve it. First, it analyzes the relationship between the value of education aim and educational resource allocation.

第二章，以&教育是为人的发展和社会化的服务&为教育学基本理论假设，对教育资源配置中的几个基本理论问题进行教育学解读，为解释和解决教育资源配置问题提供教育学观点。

So education theory has to as well as should give an answer to this humanity issue on the base of history and reality in sense of discipline.On the base of many research concerning hypothesis of humanity, this thesis find out the lack of study education theory internally and systematically. So I takes Herbart education and Dewey education as examples, one is the represent of the beginning of education as a discipline, the other is an important sign of the transformation in the development of education theory.

在借鉴教育学界内外有关人性假设研究相关成果的基础上，本论文发现教育学内部系统研究的缺失，尝试以教育学理论构建的两大代表：学科的创建之&源&，即赫尔巴特的教育学，与改造之&流&，尤其是具有转型性意义的&大拐弯&式改造，即杜威的教育学为研究范例，从中探寻教育学学科特有的人性假设，它的基本内涵及其与教育学理论构建之间的关系。

So education theory has to as well as should give an answer to this humanity issue on the base of history and reality in sense of discipline.On the base of many research concerning hypothesis of humanity, thi s thesis find out the lack of study education theory internally and systematically. So I takes Herbart education and Dewey education as examples, one is the represent of the beginning of education as a discipline, the other is an important sign of the transformation in the development of education theory.

在借鉴教育学界内外有关人性假设研究相关成果的基础上，本论文发现教育学内部系统研究的缺失，尝试以教育学理论构建的两大代表：学科的创建之&源&，即赫尔巴特的教育学，与改造之&流&，尤其是具有转型性意义的&大拐弯&式改造，即杜威的教育学为研究范例，从中探寻教育学学科特有的人性假设，它的基本内涵及其与教育学理论构建之间的关系。

Breath, muscle contraction of the buttocks; arch body, as far as possible to hold his head, right leg straight towards the ceiling (peg-leg knee in order to avoid muscle tension).

呼气，收缩臀部肌肉；拱起身体，尽量抬起头来，右腿伸直朝向天花板（膝微屈，以避免肌肉紧张）。

The cost of moving grain food products was unchanged from May, but year over year are up 8%.

粮食产品的运输费用与5月份相比没有变化，但却比去年同期高8％。