本文選題：普法 + 治理　； 參考：《北方工業(yè)大學(xué)》2017年碩士論文

【摘要】：改革開放不僅帶來了經(jīng)濟(jì)上的繁榮,也逐漸培養(yǎng)起了人們的法律意識。從1986年"一五"普法開始至今,我國普法教育活動的效果讓人喜憂參半。喜的是通過30年普法教育活動不少人們已經(jīng)具有了法律意識;憂的是在我國普法教育過程中,國家主導(dǎo)和工具主義這兩種特征仍然十分顯著。筆者從我國實(shí)際國情出發(fā),在對我國30年普法歷程進(jìn)行觀察與分析后認(rèn)為:"一五"普法和"二五"普法的主要原因是出于我國治理模式的轉(zhuǎn)型和市場法制道路的選擇。"一五"普法和"二五"普法的普法范圍較小,主要是國家干部。"三五"普法開始擴(kuò)大對象范圍,法律逐漸被人們所認(rèn)知。"四五"普法和"五五"普法期間,我國加入了世貿(mào)組織,普法教育活動的內(nèi)容開始從基本法律常識擴(kuò)展到國際法。同時全國人大頒布了多部法律,標(biāo)志著我國法律體系逐步完善。在"六五"普法和"七五"普法階段,國家逐漸把普法對象擴(kuò)展到青少年和廣大農(nóng)民,普法教育方式具有了針對性和多樣性。筆者在肯定我國30年普法成效的同時,也從國家主導(dǎo)和工具主義兩方面對我國的普法教育進(jìn)行了反思。筆者認(rèn)為在普法起步階段,國家主導(dǎo)和工具主義發(fā)揮了重大作用,二者推動著我國普法教育活動持續(xù)不斷地進(jìn)行。但隨著市場經(jīng)濟(jì)的發(fā)展、民智的開啟,普法教育活動則需不斷注入新鮮血液,不能單靠政府的力量去推動普法教育,也需要充分發(fā)揮社會組織和個人的主觀能動性,只有這樣普法教育活動才能發(fā)揮最大的價(jià)值。由于普法具有教育的性質(zhì),因此在論文的反思之處加入了教育學(xué)一般原理——以布魯納為代表的認(rèn)知主義理論和以皮亞杰為代表的建構(gòu)主義理論。認(rèn)知主義理論認(rèn)為學(xué)習(xí)的實(shí)質(zhì)是一個人把同類事物聯(lián)系起來,并把它們組成具有一意義的結(jié)構(gòu)。筆者認(rèn)為在進(jìn)行普法教育時,政府應(yīng)當(dāng)讓接受者自覺建立起知識結(jié)構(gòu)和體系以增強(qiáng)人們對知識的理解和認(rèn)知。同時建構(gòu)主義理論認(rèn)為學(xué)習(xí)是一種主客體在相互作用的過程。個體在與周圍環(huán)境互動中生成對知識的感性認(rèn)知和理性認(rèn)知。政府應(yīng)當(dāng)發(fā)揮社會組織和個人學(xué)習(xí)法律的積極性并利用多渠道的普法方式增強(qiáng)人們對法律的學(xué)習(xí)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.
【學(xué)位授予單位】：北方工業(yè)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：D920.0

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 葉琪;;論當(dāng)前我國普法措施的轉(zhuǎn)變[J];安徽農(nóng)業(yè)大學(xué)學(xué)報(bào)(社會科學(xué)版);2016年05期

2 張偉;;關(guān)于“七五”普法的若干思考[J];中國司法;2016年09期

3 吳愛英;;認(rèn)真總結(jié)“六五”普法工作 深入開展法治宣傳教育[J];中國司法;2016年06期

4 李小健;;“七五”普法:普什么? 怎么普?[J];中國人大;2016年09期

5 項(xiàng)紅星;;關(guān)于“六五”普法工作的幾點(diǎn)思考[J];中國司法;2014年02期

6 上海市靜安區(qū)司法局課題組;;“六五”普法法治文化建設(shè)初探[J];中國司法;2013年08期

7 吳剛;;農(nóng)村普法“四難”的原因及對策[J];公民導(dǎo)刊;2012年06期

8 王春鳳;;從法律工具主義論法律信仰的缺失[J];法制與社會;2011年28期

9 涂克萍;;淺議“五五”普法工作的效果[J];今日科苑;2011年10期

10 唐密;;新形勢下“六五”普法工作的思考與建議[J];法制與社會;2010年10期

相關(guān)博士學(xué)位論文 前1條

1 劉瑩;改革開放以來中國普法教育之嬗變[D];西南交通大學(xué);2013年

，

本文編號：1759228