论教育法典总分结构的统领关系  

On the Command Relationship of the General-Specific Structure of the Education Code

作　　者：任海涛 REN Haitao(Law School,East China Normal University,Shanghai 200104,China)

机构地区：[1]华东师范大学法学院,上海200104

出　　处：《复旦教育论坛》2022年第5期28-35,共8页Fudan Education Forum

基　　金：国家社会科学基金教育学一般课题“我国教育法典编纂的框架体系研究”(BAA220169)。

摘　　要：教育法典宜选择总分结构的体例设计,总分结构的科学性在于增强概念使用的统一性、促进教育法体系的精炼化、保持教育法体系的外部开放性。潘德克顿体系和融贯理论为总分结构提供了可行性支撑。作为教育法典总分结构基础的统领关系,指的是总则编与分则编、教育法典与教育相关法的统辖引领效力。教育法典内部总分结构的统领关系具体表现为教育法典总则编基本原则对分则编的统领效力和教育法典总则编一般规则对分则诸编的统领效力。教育法典外部总分结构的统领关系具体表现为教育法典立法目的对其他教育相关法的统领、教育相关法主动适应教育法典的调整范围以及教育法典与教育相关法的协同共治。The compilation of Education Code should adopt the general-specific structure, whose advantage lies in enhancing the unity of legal concepts, promoting the refinement of the education law system, and maintaining the external openness of the education law system. The Pandekton System and the Coherence Theory both provide feasibility for the general-specific structure. As the foundation for the general-specific structure of the Education Code, the command relationship refers to the governing and compliance effects between the general provisions and specific provisions, and between the Education Code and other separate laws on education. The internal command relationship of the Education Code is manifested in that the basic principles and general rules in the general provisions of the Education Code have a commanding effect on the specific provisions. The external command relationship of the Education Code is represented by the Education Code’s dominance of other separate laws on education, the active adaptation of separate laws on education to the adjustment scope of the Education Code, and the coordinated governance between the Education Code and other separate laws on education.

关 键 词：教育法典 总分结构 统领关系 教育法律关系 

分 类 号：D922.16[政治法律—宪法学与行政法学]