%0 Journal Article
%T 思政课一体化视域下法治教育的理论进路——论《法律与生活》教学考试的研究范式
The Theoretical Approach of Legal Education from the Perspective of Ideological and Political Integration—On the Research Paradigm of Teaching Examination in “Law and Life”
%A 应昊然
%J Advances in Education
%P 1034-1040
%@ 2160-7303
%D 2024
%I Hans Publishing
%R 10.12677/ae.2024.14122378
%X 高中思想政治《法律与生活》教学考试的研究范式分为教学范式和命题范式两部分。高考真题命题范式的权威性源于对各地命题实例与评价的抽离，是共性与个性的统一，对模拟题命题范式的形成起决定作用，并对教学范式的修正起到重要的指导作用。立足于思政课一体化视域，《法律与生活》教学考试的研究范式应当遵循教学评一致性原则和适应超越律，兼顾普适性和科学性(尤其是知识的专业性)，把握法学研究与法治教育之间的度，在保证正确理解对应部门法专业知识的基础上归纳高中学习发展的知识，用命题的实践理性解决教学范式的困境，方能正本清源，实现立德树人根本任务。
The research paradigm of “Law and Life” teaching examination in high school ideology and politics is divided into two parts: teaching paradigm and proposition paradigm. The authority of proposition paradigm of college entrance examination is derived from the separation of proposition examples and evaluation in different places, which is the unity of commonness and individuality, plays a decisive role in the formation of proposition paradigm of simulation questions, and plays an important guiding role in the revision of teaching paradigm. Based on the integration of ideological and political courses, the research paradigm of “Law and Life” teaching examination should follow the principle of consistency of teaching evaluation and go beyond the law of adaptation, take into account the universality and scientificity (especially the specialization of knowledge), grasp the degree between legal research and legal education, and summarize the knowledge of high school learning and development on the basis of ensuring a correct understanding of the legal expertise of the corresponding department. Only by solving the dilemma of teaching paradigm with the practical reason of proposition can we correct the source and realize the fundamental task of cultivating morality and people.
%K 《法律与生活》，
%K 法治教育，
%K 思想政治教育
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%K Law and Life”
%K Rule of Law Education
%K Ideological and Political Education
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=103426