21. 在我国，教育一词最早见于《孟子·尽心上》，最早把“教”和“育”连在一起使用的人是孟子。
21.In China, the word "education" was first used in the book Mencius · De-Tie-Shang. It was Mencius who first used the word "education" and "education" together. 22. 广义的教育包括家庭教育、学校教育、社会教育。狭义的教育指学校教育。
22. Education in its broad sense includes family education, school education and social education. The narrow sense of education refers to school education. 23. 教育的本质属性是：有目的地培养人的社会活动。教育的社会属性有永恒性、历史性、继承性、阶级性和相对独立性。
23. The essential attribute of education is to cultivate people's social activities with a purpose. The social attributes of education include permanence, historicity, inheritance, class nature and relative independence. 24. 生产力的发展水平制约着教育目的，制约着课程设置与教育内容，制约着教育发展的规模、速度，制约着学校结构，制约着学的方法、手段、组织形式。
24.The development level of productive forces restricts the purpose of education, the curriculum and content of education, the scale and speed of educational development, the structure of schools, the methods, means and organizational forms of learning.
25. 教育是劳动力再生产的必要手段，教育再生产劳动力，教育再生产科学知识和技术。
25. Education is a necessary means for the reproduction of Labour force, for the reproduction of Labour force and for the reproduction of scientific knowledge and technology. 26. 社会经济制度决定教育的目的，决定教育的领导权。
26. The socio-economic system determines the purpose and leadership of education. 27. 教育具有筛选、整理、传递和保存文化的作用，具有传播和交流文化的作用，具有更新和创造文化的作用。
27. Education has the function of screening, sorting, transmitting and preserving culture; of spreading and exchanging culture; of renewing and creating culture. 28. 教育的相对独立性体现在：与生产力和政治经济制度发展不平衡、本身的继承性、受其他社会意识形态的影响。
28. The relative independence of education is reflected in its unbalanced development from the productive forces and the political and economic system, its inheritance and the influence of other social ideologies. 29. 影响个体身心发展的因素包括：遗传（前提基础）、环境（提供可能）、教育（主导因素）、个体主观能动性（决定因素）。
29. The factors that influence the physical and mental development of individuals include: heredity (prerequisite basis), environment (offering possibility), education (dominant factor), and individual subjective initiative (determining factor). 30. 广义的教育制度指国民教育制度，狭义的教育制度指学校教育制度，它是国民教育制度的核心，规定着各级各类学校的性质、任务、入学条件、修业年限以及它们之间的关系。
30. The education system in the broad sense refers to the national education system, while the education system in the narrow sense refers to the school education system. It is the core of the national education system and defines the nature, tasks, admission requirements, length of schooling and the relationship between all levels and types of schools. 31. 近代学校系统的出现标志着制度化教育的形成。
31. The emergence of modern school systems marked the formation of institutionalized education. 32. 各类学制主要类型包括：*轨双**制（以英法为代表）、单轨制（以美国为代表）和分支型学制（中国、前苏联）。
32. The main types of educational systems include the dual-track system (represented by Britain and France), the single-track system (represented by the United States) and the branch system (China and the former Soviet Union). 33. 旧中国的现代学制包括：1902年“壬寅学制”（又称《钦定学堂章程》，清政府颁布的第一个现代学制，但未实施），1904年“癸卯学制”（又称《奏定学堂章程》。第一个正式实施的现代学制），1912年“壬子癸丑学制”（第一次规定男女同校，废除读经，改学堂为学校），1922年“壬戌学制”（以美国为蓝本，实施时间最长）。
33. The modern educational system in old China included the "Renyin Educational System" (also known as the "Qin Dingtang Regulations", which was the first modern educational system promulgated by the Qing government but was not implemented) in 1902, and the "Guimao Educational System" (also known as the "Zidong Dingtang Regulations") in 1904. The first official implementation of the modern school system), 1912 "Ren-Zi-Kui-Chou school system" (the first coeducational system, the abolition of scripture, school as a school), 1922 "Renxu school system" (based on the United States, the longest implementation). 34. 义务教育起源于德国，基本特征是强制性、普遍性和免费性。
34. Compulsory education originated in Germany, and its basic characteristics are compulsory, universal and free. 35. 教育目的的层次结构包括：教育目的、培养目标、课程目标、教学目标。
35. The hierarchy of educational objectives includes: educational objectives, training objectives, curriculum objectives and teaching objectives. 36. 教育目的的功能包括：导向、调控、激励和评价。
36. The functions of educational purposes include: guidance, regulation, motivation and evaluation. 37. 教育目的确立的依据是特定社会的政治、经济、文化发展要求和个体的身心发展需求。
37. The establishment of educational objectives is based on the political, economic and cultural development requirements of a particular society and the physical and mental development needs of an individual. 38. 在教育目的的价值取向上存在“个体本位论”和“社会本位论”两种对立观点。
38. There are two opposing views on the value orientation of educational purposes: "individual-oriented" and "society-oriented". 39. 我国制定教育目的的理论基础是马克思主义关于人的全面发展的学说。教育与生产劳动相结合是培养全面发展的人的唯一途径。
39. The theoretical basis for China to formulate educational objectives is the Marxist theory about the all-round development of human beings. The combination of education and productive labor is the only way to train an all - round man. 40. 全面发展教育包括：德育（灵魂和统帅）、智育（前提和支持）、体育（基础）、美育（动力）和劳动技术教育。
40. Education for all-round development includes: moral education (soul and command), intellectual education (prerequisite and support), physical education (foundation), aesthetic education (motivation) and Labour and technical education.