30载风雨路—普法的观察与分析

发布时间：2018-04-16 14:07

本文选题：普法 + 治理　；参考：《北方工业大学》2017年硕士论文

【摘要】：改革开放不仅带来了经济上的繁荣,也逐渐培养起了人们的法律意识。从1986年"一五"普法开始至今,我国普法教育活动的效果让人喜忧参半。喜的是通过30年普法教育活动不少人们已经具有了法律意识;忧的是在我国普法教育过程中,国家主导和工具主义这两种特征仍然十分显著。笔者从我国实际国情出发,在对我国30年普法历程进行观察与分析后认为:"一五"普法和"二五"普法的主要原因是出于我国治理模式的转型和市场法制道路的选择。"一五"普法和"二五"普法的普法范围较小,主要是国家干部。"三五"普法开始扩大对象范围,法律逐渐被人们所认知。"四五"普法和"五五"普法期间,我国加入了世贸组织,普法教育活动的内容开始从基本法律常识扩展到国际法。同时全国人大颁布了多部法律,标志着我国法律体系逐步完善。在"六五"普法和"七五"普法阶段,国家逐渐把普法对象扩展到青少年和广大农民,普法教育方式具有了针对性和多样性。笔者在肯定我国30年普法成效的同时,也从国家主导和工具主义两方面对我国的普法教育进行了反思。笔者认为在普法起步阶段,国家主导和工具主义发挥了重大作用,二者推动着我国普法教育活动持续不断地进行。但随着市场经济的发展、民智的开启,普法教育活动则需不断注入新鲜血液,不能单靠政府的力量去推动普法教育,也需要充分发挥社会组织和个人的主观能动性,只有这样普法教育活动才能发挥最大的价值。由于普法具有教育的性质,因此在论文的反思之处加入了教育学一般原理——以布鲁纳为代表的认知主义理论和以皮亚杰为代表的建构主义理论。认知主义理论认为学习的实质是一个人把同类事物联系起来,并把它们组成具有一意义的结构。笔者认为在进行普法教育时,政府应当让接受者自觉建立起知识结构和体系以增强人们对知识的理解和认知。同时建构主义理论认为学习是一种主客体在相互作用的过程。个体在与周围环境互动中生成对知识的感性认知和理性认知。政府应当发挥社会组织和个人学习法律的积极性并利用多渠道的普法方式增强人们对法律的学习和理解。
[Abstract]:Reform and opening up not only brought economic prosperity, but also gradually cultivated people's legal consciousness.Since the first five-year Plan in 1986, the effect of legal popularization in China has been mixed.The good news is that many people have already had the legal consciousness through the 30 years' popularizing legal education activities, and the worry is that in the process of popularizing law education in our country, the characteristics of state-leading and instrumentalism are still very remarkable.Based on the actual situation of our country, the author observes and analyzes the course of popularizing the law in our country in the past 30 years. The author thinks that the main reasons of the first five year plan and the second five year plan are the transformation of our country's governance mode and the choice of the market legal system.In the first five-year Plan, the scope of popularizing the law and the second five-year plan are relatively small, mainly state cadres. "The third five-year Plan "popularizes the law to begin to expand the target range, the law is understood gradually by the people."During the period of the fourth Five-Year Plan and the Fifth Five-Year Plan, China joined the World Trade Organization, and the contents of the legal popularization activities began to expand from basic legal knowledge to international law.At the same time, the National people's Congress promulgated a number of laws, marking the gradual improvement of our legal system.In the stage of the sixth Five-Year Plan and the Seventh Five-Year Plan, the government gradually extended the law popularization to the young people and the majority of peasants.While affirming the effect of popularizing law in 30 years in China, the author also reflects on the education of popularizing law in China from the two aspects of state-leading and instrumentalism.The author thinks that in the initial stage of popularizing law, state-leading and instrumentalism play an important role, and both of them promote the educational activities of popularizing law in our country continuously.However, with the development of the market economy and the opening of the people's wisdom, the educational activities of popularizing law should be continuously injected with fresh blood. They cannot rely solely on the power of the government to promote the education of popularizing law, and they also need to give full play to the subjective initiative of social organizations and individuals.Only in this way can the educational activities of popularizing law bring into full play the greatest value.Because the universal law has the nature of education, the general principles of pedagogy, represented by Bruner's cognitive theory and Piaget's constructivism theory, are added to the reflection of the thesis.Cognitive theory holds that the essence of learning is that one connects the same kind of things and forms them into a meaningful structure.The author thinks that in the process of popularizing law education, the government should let the receiver establish the knowledge structure and system consciously in order to enhance people's understanding and cognition of knowledge.At the same time, constructivism holds that learning is a process of subject-object interaction.In the process of interaction with the surrounding environment, individuals generate perceptual and rational cognition of knowledge.The government should give full play to the initiative of social organizations and individuals to study the law and make use of various ways of popularizing the law to enhance people's study and understanding of the law.
【学位授予单位】：北方工业大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：D920.0

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