法治课程与理性培育  

Law-Related Curriculum and Cultivation of Reason

作　　者：闻凌晨[1] 孙康 Wen Lingchen;Sun Kang(Department of Education,College of Law,East China Normal University,Shanghai 200062)

机构地区：[1]华东师范大学教育学系,上海200062 [2]华东师范大学法学院,上海200241

出　　处：《教育发展研究》2021年第6期52-58,共7页Research in Educational Development

摘　　要：在法治教育的发展演变中,出现过清单式法律课程编制、力胜于理的课程实施以及众生喧哗的课程文化的课程景观。然而,法律条文的剧增导致认知负担的加重、理由的缺位引发认识的不足、理性的情绪倾向尚未形成致使法律认同不足,这些因素都对传统法治教育提出了挑战,促成法治课程的理性转向。为此,本文提出如下策略:构建以宪法教育为中心兼顾实用的法律知识体系;掌握一套围绕基本法律观念的程序性知识;以两难法律议题,鼓励学生说理,提高说理能力,强化讲理意愿;倡导理性守法和良性互动,以培育理性的法律态度。In the development of Law-Related Curriculum, there is a curriculum landscape with provisional law-propagation,scared straight, and irrational emotion. However, a number of factors pose a challenge to traditional LRE. These factors include the sharp increase of legal provisions, the absence of reasons leads to an epistemic deficit, and the rational disposition have not formed,which results in a lack of legal identity. All these reasons can be employed to justify rational Law-Related Curriculum. Finally, the article proposes to focus on constitutional education, take into account practical legal knowledge, encourage students to master a set of procedural knowledge of basic legal concepts,encourage students to reason, improve their ability of reasoning and strengthen their willingness to reason, and advocate rational law-abiding, benign interaction, and cultivating rational attitude.

关 键 词：法治教育 理性培育 认知发展 情绪倾向 

分 类 号：G415[文化科学—教育学]