学科教育学的研究对象是学科教育中普遍存在的一般性问题。
Defining the research objects of subject pedagogy is a general problem for each subject education.
教育美学因与审美教育学在研究对象关系上含混不清，导致学科建设基础不稳。
The unstable foundation of subject construction of educational aesthetics is the result caused by its vague relationship on the research object with aesthetic pedagogy.
整体意义上的学科教育学研究一直难有长足进展，主要是因为它没有找到自己的研究对象和问题域。
No further progress has been made in the study of integrated subject pedagogy without its objects and focal issues involved.
对关于数学教育学的研究对象的几种提法作了评述，并把它们分为三类：概括性的；列举性的；形象描述性的。
Several propounding methods of mathematical pedagogy are discussed, they can be separated into three kinds: generality method, particularization method and imagery description method.
目前的教育学存在着一种狂妄的理性，没有区分教育学的实质研究对象和形式研究对象，成为一门没有限度的学科。
There exists an arrogant rationality which do not differentiate the modal object from virtual object of study, and hence a boundless discipline.
目前的教育学存在着一种狂妄的理性，没有区分教育学的实质研究对象和形式研究对象，成为一门没有限度的学科。
There exists an arrogant rationality which does not differentiate the material object from formal object of study, and hence a boundless discipline.
目前的教育学存在着一种狂妄的理性，没有区分教育学的实质研究对象和形式研究对象，成为一门没有限度的学科。
There exists an arrogant rationality which does not differentiate the material object from formal object of study, and hence a boundless discipline.
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