“Moral education,intellectual education,and physical education”are the most widely used concepts in the field of education.In the early 1900s,these concepts became the “axiom”in the official, civil or academic fields in China.A variety of factors led to their popularity.They did not come from Spen-cer and Yan Fu who did not clearly stated “moral education,intellectual education,and physical education”in “Yuan Qiang”(the revised version).The prevalence and spread in China were more affected by Japan’s experience.“Moral education,intellectual education,and physical education”as “Japanese loanwords”be-came familiar educational terminology to the public after Yan Xiu,Zhang Jian,and Zhang Zhi-Dong’s in-troduction.Together with a variety of other factors,the theory of “moral education,intellectual educa-tion,and physical education”became one of the important factors that had contributed to a “powerful”country.At the same time,they became the theoretical tools for Chinese people to understand,discuss and analyze educational issues.They are also the approaches to implementing education.%“德育”“智育”“体育”是目前中国教育领域中使用最广泛的一组概念。20世纪初，这组概念成为官方、民间乃至学界奉行的“公理”。其流行的影响因素是多方面的。这组概念并非来自斯宾塞，严复的《原强（修订稿）》并未明确提出“德育、智育、体育”的概念。其在中国的流行和传播更多是受日本兴学经验的影响。“德育、智育、体育”作为“日语借词”进入中文后，在严修、张謇、张之洞等人的推介下，成为国人熟悉的教育“术语”。与各种影响因素相应，20世纪初，三育论不仅成为“强国”的重要一环，也是国人理解、议论、分析教育问题的理论工具，还是实施教育的方法。
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