The education law first and mainly reflects the will of the ruling class, and ultimately depends on the material living conditions. In essence, the rules of conduct determined by the education law first and mainly reflect the will of the ruling class, which is formulated, recognized and implemented by the ruling class through the state. It is determined by the material living conditions of the ruling class (including material production mode, geographical environment, population situation, etc.). ) and adjust the corresponding social relations according to the interests standards and values of the ruling class. The ruling class has always paid attention to making part of its will into law through state power, aiming at establishing, maintaining and developing social relations, social order and economic and political systems that are beneficial to itself. People's Republic of China (PRC) is a socialist country under the people's democratic dictatorship led by the working class and based on the alliance of workers and peasants. Accordingly, China's education law must also be the embodiment of the common will of the broad masses of people led by the working class and based on the alliance of workers and peasants. The high degree of unity of class, country and people is one of the important characteristics of China's education law.

2. Education law is to provide people with rules of conduct that should be followed in educational activities.

People have many norms to follow in all aspects of social life and various social relations. These norms provide standards and directions for people's behavior, and they all take effect within a certain range. The Education Law provides standards and directions for all those involved in education, teaching and related activities. The "educational activity" here only refers to the educational activity of cultivating people purposefully, consciously and systematically. Not all educational activities. The educational relations in educational activities regulated by the Education Law include not only the internal educational relations between educational administrative organs and schools, schools and students, teachers and students, but also the social relations between educational administrative organs, schools, students, teachers and other state organs, social organizations and citizens in organizing, managing, implementing and participating in various educational activities. With the continuous expansion of the scope of education and teaching activities,