Research On The Methodology Of Educational Economics

Research of disciplinary methodology, whose the core content is the suitability problem between the integrated methods and the whole object character, is integrated research of a certain subject's methods. Researching of educational economics' methodology, which is a young subject, not only is beneficial for promoting the mature and criterional development of the subject, and is the necessary requirement of discipline construction, but also is very important to promote the subject to becoming a real interdisciplinarity.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. Education is an important part of social economy, and educational development has crucial promoting effects on economy development, but education isn't the traditional object and domain of economics. Therefore, the suitability problem between the integrated methods and the whole object character had been existent since educational economics came into being. The early educational economics mostly researched the correlation between education and economy, and more focused on educational macrolevelly promoting effects on economy, so the suitability problem of methodology was not very remarkable. With discipline development, researching domain expanding and the researching focus transfer into the field of education, the suitability problem of methodology became more and more remarkable. Single methods of economics and discipline nature of a department economics or a subdiscipline economics had restricted and limited the development of educational economics in a certain degree. 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. From the angle of discipline development, educational economics should become a real interdisciplinarity and also is in process of becoming a real interdisciplinarity. Educational economics should become an interdisciplinarity of pedagogics and economics, but not a subdiscipline of them. This paper discusses on how to construct the educational economics' methodology system as a real interdisciplinarity just for this intention.This paper can be divided into four parts.The first part raises the question. It points out that becoming a real interdisciplinaiity is the developing direction of educational economics, by analysing the generation and development of educational economics' methodology problem and discussing the restriction and limitation of educational economics for its using of single discipline methods.The second part is theoretical premise of educational economics' methodology research.The scope and content of educational economics' methodology research are made certain, by analysing and identifying the concept of methodology. The each inherent logic of pedagogics and economics, which are considered as educational economics' superior subjects, is discussed in this part.The third part constructs the methodology system of educational economics as a real interdisciplinarity.That educational economics' methods are the cross of economic methods and pedagogical methods, but not single economic methods embodies outstandingly the interdisciplinarity character of educational economics. 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.This part brings forward the general framework of educational economics as a real interdisciplinarity, including disciplinary nature, methods, research tasks, theoretical principle, research object and standards of compartmentaliztion. Some conceivations of educational economics' methods in idiographic research are discussed, including adjusting the model premise and hypotheses, introducing educational variables and particularity of educational behavior.The fourth part includes examples of educational economics research.These examples are used to explain how the educational economics' methodology system constructed in this paper is embodied in idiographic research.