Journal of East China Normal University(Educational Sciences) >
The Style Structure of Education Code: Extraterritorial Models and Chinese Solutions
Accepted date: 2022-02-25
Online published: 2022-04-27
The style structure is not only related to the external form of the code, but also to the choice of the content, the layout of the provisions, the internal logic and the system arrangement. At present, there are three modes of the structure of foreign educational code: loose mode, parallel mode and quasi-main axis mode. Although the loose mode helps the code to accommodate a large number of contents, the lack of logical association between chapters makes it difficult to form an internal system. The parallel mode overcomes the disorder of the loose mode by adding the dimension of parallel classification, but there is still a lack of internal correlation between the dimensions, so it is impossible to judge whether the content of the code meets the requirement of completeness, or whether the style of the code is logical. Although the quasi-main axis mode ensures that the chapters within the core dimension have a good logical correlation and hierarchical structure, there is still a lack of systematic connection between the main and subordinate dimensions, which weakens the logic and system of the code to a certain extent. Based on the pros and cons of various models and the realistic foundation of my country’s educational legal system,the Education Code in China should choose a main axis model with the type of education as the axis, and scientifically handle the logical relationship between general rules and sub-rules, chapters and sub-clauses, chapters and clauses, in order to educate the main body. It controls the general rules of the Code, serializes the sub-paragraphs by education type, refines the chapter arrangement by organizing activities, and determines the order of the laws by logical relations.
Key words: education code; style structure; education law; education legislation
Binbin Duan . The Style Structure of Education Code: Extraterritorial Models and Chinese Solutions[J]. Journal of East China Normal University(Educational Sciences), 2022 , 40(5) : 118 -129 . DOI: 10.16382/j.cnki.1000-5560.2022.05.012
1 | 陈金钊. (2021). 民法典意义的法理诠释. 中国法学, (1), 65- 84. |
2 | 法国高等法规委员会. (2000). 法兰西共和国教育法典. 取自https://max.book118.com/html/2015/0228/12770378.shtm |
3 | 公蕾. (2018). 俄罗斯教育法律选译. 北京: 社会科学文献出版社. |
4 | 靳澜涛. (2021). 我国终身教育立法缘何“难产”: 瓶颈与出路. 中国远程教育, (9), 1- 9. |
5 | 李建华. (2019). 权利本位下的民法典形式结构. 政治与法律, (8), 116- 124. |
6 | 柳经纬. (2012). 渐行渐远的民法典. 比较法研究, (1), 140- 142. |
7 | 马雷军. (2020). 论我国教育法的法典化. 教育研究, (6), 145- 152. |
8 | 梅文娟, 董善满. (2020). 从地方到国家: 家庭教育立法之思考. 青少年犯罪问题, (2), 37- 45. |
9 | 茅少伟. (2013). 寻找新民法典: “三思”而后行—民法典的价值、格局与体系再思考. 中外法学, (6), 1137- 1155. |
10 | 任海涛. (2020). 论教育法体系化是法典化的前提基础. 湖南师范大学教育科学学报, (5), 16- 26. |
11 | 任海涛. (2021a). 论教育法法典化的实践需求与实现路径. 政治与法律, (11), 18- 43. |
12 | 任海涛. (2021b). 教育法典总则编的体系构造. 东方法学, (6), 123?140. |
13 | 孙霄兵, 刘兰兰. (2021). 《民法典》背景下我国教育法的法典化. 复旦教育论坛, (1), 31- 37. |
14 | 童云峰, 欧阳本祺. (2021). 我国教育法法典化之提倡. 国家教育行政学院学报, (3), 26- 35. |
15 | 王利明. (2008). 民法典体系研究. 北京: 中国人民大学出版社. |
16 | 王森. (2013). 俄罗斯联邦《教育法》中教育法律规范的新变化. 外国中小学教育, (12), 1- 8. |
17 | 徐铁英. (2018). 论我国民法典体例结构的完善—基于1942年《意大利民法典》经验的考察. 四川大学学报(哲学社会科学版), (4), 160- 169. |
18 | 杨伟东. (2021). 基本行政法典的确立、定位与架构. 法学研究, (6), 53- 60. |
19 | 姚辉. (2017). 权利的民法典表达. 中国政法大学学报, (2), 50- 63. |
20 | 尹田. (2006). 民法典总则与民法典立法体系模式. 法学研究, (6), 3- 10. |
21 | 章志远. (2021). 行政法治视野下的民法典. 行政法学研究, (1), 42- 52. |
22 | 周洪宇, 方皛. (2021). 学习习近平法治思想 加快编纂教育法典. 国家教育行政学院学报, (3), 16- 25. |
23 | Office of Law Revision Counsel. (2021) United States Code. http://uscode.house.gov/browse/prelim@title20&edition=prelim. |
/
〈 |
|
〉 |