“教育规律”解析
Interpretation of Education Laws

“教育规律”一词在我国不同历史时期、不同研究者的 视域下有不同的表达。它是以整个教育系统为研究对象，揭示 教育系统内部各要素之间的本质联系，同时也是教育活动的一 种必然演变过程，是教育者只能利用和遵循而不能违背的一种 规律。在不同历史时期，教育规律的外延有不同的存在和表达 方式。教育规律有普遍性、实践性、社会性、生成性、目的性的 特征。此外，教育规律与教育本质、教育目的、教育实践、办学 规律、教育原则、教学规律等概念既有区别又有联系，需要严 格区分。
“Education laws” has various expressions for different researchers with different perspectives in different historical periods. The expression “educational law” was first used in a newspaper essay Law: New Regulations by Education Department on Encouraging Manufacturing of Educational Articles in Nanyang Business Journal. The article stipulated that there must be certain rules for encouraging the production of educational articles. Until 1923, Liao Shicheng defined the “education laws” in his article The Three Laws of Education:“…...How can you be determinant in your opinions? In a few simple words, it is the three laws in running schools: Purpose: What problem do you want to solve? Method: How do you solve it? Result: What facts do you find?” So we can see that “education laws” initially represented the laws of specific educational affairs, gradually rose from the concrete education affairs to the theoretical height of education. As to the “education laws”, researchers have three different views: firstly, “Essential Relations”, which holds that the law of education is the essential link and inevitable trend in the development of education; secondly, “Teaching Principles”, which was proposed in ancient time, and advocated education, as a rule, should anticipate problems before its emergence, offer timely teaching, and organic combination and interaction of curricular and extracurricular programs, of activity and rest, and of theory and practice; thirdly, “Education Ordinance”, which were the most strongly expressed in the period of the Republic of China and after the Cultural Revolution. Besides, it has different divisions and expressions of the education laws, such as the “theory of internal and external laws”, the “theory of general and special laws”, the “theory of dynamic and static laws” and the “theory contradictory movement laws”. Based the above views, we believe that education laws take the whole educational system as the research object, and reveal the essential relationship between the various elements of the educational system, and it’s also an evolutionary process of education activities. We can understand it from two aspects: firstly, education laws are an evolutionary process of education activities with a complete education process from A to B, as A naturally goes to B, which forms the complete process