华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2026, Vol. 44 ›› Issue (7): 128-138.doi: 10.16382/j.cnki.1000-5560.2026.07.010

• 教育法治 • 上一篇    

教育宪法学理论的体系构建——基于对我国《宪法》教育条款的规范分析

龚向和1, 张耀源2   

  1. 1. 东南大学人权研究院，南京 211189
    2. 中国人民警察大学广州校区，广州 510660
  • 接受日期:2026-04-13 出版日期:2026-07-01 发布日期:2026-06-23
  • 基金资助:
    2025年国家社会科学基金重大课题“中国教育法体系构建研究”（25&ZD243）；2025年国家人权教育与培训基地重大项目资助（25JJD820010）。

Systematic Construction of the Theory of Educational Constitutional Law Studies：Based on the Normative Analysis of Educational Provisions in the Constitution of China

Xianghe Gong1, Yaoyuan Zhang2   

  1. 1. Institute of Human Rights, Southeast University, Nanjing 211189, China
    2. China People's Police University, Guangzhou 510660, China
  • Accepted:2026-04-13 Online:2026-07-01 Published:2026-06-23

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摘要：

作为教育法学的重要组成部分，教育宪法学的理论体系构建，不仅能在教育层面维系公民个人的自我实现与国家经济社会发展之间的平衡，还是我国教育法学自主知识体系构建中不可或缺的重要环节。教育宪法学的理论体系构建应当遵循“公民权利–国家义务–国家权力”的递进式逻辑，并以当下的宪法文本和教育法律规范为分析基础。教育宪法学理论的逻辑起点是公民的教育基本权利，包括公民的受教育权、教育工作者的教育权、父母的教育权以及公民的科学研究自由权。公民的教育基本权利产生了相应的国家教育基本义务，包括尊重、保护和给付义务。国家教育基本义务的履行需要设置相应的国家教育基本权力，主要表现为中央集权与地方分权相结合，立法、执法、司法相分工。

关键词: 教育宪法学, 教育基本权利, 国家教育义务, 国家教育权力, 宪法教育条款

Abstract:

As an essential component of educational jurisprudence, the systematic construction of the theory of Educational Constitutional Law Studies not only maintains the balance between individual citizens’ self-realization and national economic and social development from the educational perspective, but also constitutes an indispensable pivotal link in constructing the independent knowledge system of educational jurisprudence in China. The systematic construction of the theory of Educational Constitutional Law Studies shall follow the progressive logical paradigm of “citizen rights - state obligations - state powers”, and take the current constitutional text and educational legal norms as the basic analytical foundation. Specifically, the logical starting point of the theory of Educational Constitutional Law Studies lies in citizens’ fundamental educational rights, including citizens’ right to receive education, educators’ right to engage in educational activities, parents’ right of education, and citizens’ freedom of scientific research. These fundamental educational rights derive corresponding fundamental state obligations in education, covering the state’s obligations of respect, protection and provision. Furthermore, the performance of such fundamental state obligations in education necessitates the establishment of corresponding fundamental state powers in education, which is mainly manifested in the integration of centralization and local decentralization, as well as the division of functional powers among legislation, law enforcement and judicature.

Key words: educational constitutional law studies, fundamental educational rights, state educational obligations, state educational powers, constitutional educational provisions