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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。

Thirdly this dissertation expatiates the main content of Chinas undergraduate mental health education, which consists of the development of the people-oriented educational notion, the development of the life-trended educational content, and the development of the educational method combined by the dominance and the recessiveness.

第三，阐述了我国大学生心理健康教育发展的主要内容，包括以人为本的教育理念发展、走向生活的教育内容发展、显隐结合的教育方式发展三个方面。

This thesis also analyzed and summarized the characteristics of the goal system of school physical education in three stages.This thesis also analyzed and summarized the characteristics of the goal system of school physical education in our country. The emphasized part of the school physical education goals altered instantly. The goals of school physical education have been affected by non-educational factors such as competitive sports, subject-center theory, multi-way and multi-layer of school physical education development as well as educational reformation and educational ideas.In this thesis, the existing problems in goal system of school physical education of our country that was pointed out that: The shortage, solecism and the confused expression of theoretical school physical education researches.

我国学校体育目标体系的发展过程分"文革"前、"文革"时期和改革开放以来三个阶段，每个阶段学校体育目标体系各有特点：建国初期，学生的健康问题受到高度重视，增强体质被当作政治任务来要求；"文革"中，学校体育目标被极端政治化；改革开放以来，"增强学生体质"被当作学校体育的首要任务和评价标准，学校体育目标体系逐渐有了层次性区分，内容空洞的现象有所改善，学校体育目标体系的视角拓宽，学生个人需要受到重视，逐渐突出健康目标，重视测试与评估，与此同时，学校体育也受到了竞技体育发展的强烈影响。

We can consider that the discipline nature of educational economics, which is a subject on researching educational problem by using economic methods, is a department economics or a subdiscipline economics, because of its coming into being in economics and the history, present situation and accepted perspectives about the educational economics disciplinary nature, although there are still many different perspectives.

虽然对教育经济学的学科性质还有不同的认识，但是从教育经济学的发展历史、现状以及比较公认的观点来看，教育经济学产生于经济学之中，是运用经济学方法研究教育问题的学科，是经济学的一个分支或部门经济学。

We can consider that the discipline nature of educational economics, which is a subject on researching educational problem by using economic methods, is a department economics or a subdiscipline economics, because of its coming into being in economics and the history, present situation and accepted perspectives about the educational economics\' disciplinary nature, although there are still many different perspectives.

对于教育经济学这样一门年轻的学科来说，进行方法论研究，不仅有利于促进学科的规范和成熟，是学科建设的必然要求，更重要的意义在于促使其发展成为一门真正的交叉学科。

They give an expression to different educational features in their respectively social background: Four Orientations attach much importance to regional impartiality of education, to the attributes of distance education and to the diversification of educational quality, all of which display distinct policy characteristics; Four Opens lay much emphasis on the equity among people, on the attributes of open education and on the standardization of educational quality, all of which are clearly typical of ultimateness.

两种理念具有深刻的内涵，其在中英远程开放教育中有着重要地位，两者在各自的社会背景中体现不同的办学特色："四个面向"理念更加重视教育"区域公平"，强调"远程教育"属性，注重教育质量"多样化"，具有更明显的政策性特征；"四个开放"则更重视教育"人际公平"，强调"开放教育"属性，注重教育质量"标准化"，具有更明显的终极性特征。

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。

According Karl Witte's study principle displays: human's learning and absorbing ability is on a decreasing tendency as the age growing. 0~3 years old is mode-educational period, absorbing ability is 100% fully absorbed. 4~8 years old is interests-educational period, it is selective and 80% absorbing.After 8 years old is guiding educational period, it should pay more efforts and repetitive exercises only through which can achieve learning effects.

根据卡尔特威的学习法则显示，人类的学习吸收能力随着年龄的增长呈递减趋势。0~3岁是模式教育期，吸收能力是100%全盘吸收。4~8岁是兴趣教育期，有选择的吸收，吸收效果是80%，8岁以后是引导教育时期，需要加倍的努力和反复的练习才可以获得学习的效果。

Mainly to descript educational nature and purpose of educational management, understanding innovation of educational management and existing research.

主要阐述教育本质和教育管理的目的，教育管理创新的涵义和教育管理创新研究的现状。

Educational inspection is one of the important parts in educational management and it has played a displaceable role in Japanese educational development.

摘要教育督导是教育管理的重要组成部分，教育督导在日本教育发展过程中发挥了不可替代的作用。

On closer examination, though, this is not a vote for multilateralism but just the opposite.

仔细审视后我们发现，这并非是对多边主义投出的赞成票，而是恰好相反。

Uncovering their weak spots, so I can defeat them.

揭露出他们的弱点，这样我就可以打败他们了。