How to enhance the effectiveness of legal education for primary school students

How to carry out legal education for primary school students in accordance with the requirements of the "Fifth Five-Year Plan" for legal education, combined with the actual situation of the school and the physical and mental characteristics and cognitive characteristics of primary school students, and strive to improve the effectiveness of legal education for primary school students. Effectiveness requires not only solving crucial issues such as the organizational leadership structure, guiding ideology, main goals and basic principles of law popularization, but also solving specific operational methods and procedural issues. If we say that with the deepening of legal education, the first issue has attracted great attention from the education administrative departments, principals and teachers, and the situation has been greatly improved. However, the second issue has not caused much concern because it is an operational problem. Everyone has paid enough attention to it, and there are many problems. One of the most prominent problems is that students are not really in place as the main body of legal education. The phenomenon of legal education being out of touch with practice and behavior is serious. If this situation is not effectively resolved, the effectiveness of legal education in primary and secondary schools will be difficult to guarantee. After analyzing, summarizing and studying the scientific experience and successful practices of primary and secondary schools with relatively good legal education, the author believes that integrating penetration education, experiential education and nurturance education can greatly enhance the effectiveness of legal education in primary and secondary schools. Promote legal education in primary and secondary schools to a new level.

1. Focus on penetrating education

The development of legal education in primary schools cannot be separated from the main position of classroom education. In accordance with the requirements of the "Fourth Five-Year Plan" for the popularization of law forwarded by the Central Committee of the Communist Party of China and the State Council, "all types of schools at all levels must offer legal courses and achieve the 'four implementations' of plans, class hours, teaching materials, and teachers", primary and secondary schools in various places In legal education activities, legal textbooks are compiled, legal courses are set up, and specialized teachers are trained to ensure the normal development of legal courses and the continuous improvement of teaching quality. However, it is not enough for legal education to instill legal knowledge in the classroom. Carrying out legal education based on the cognitive characteristics of primary and secondary school students and the objective laws of education and teaching will inevitably raise the issue of the permeability of legal education.

Legal education in primary and secondary schools must adhere to permeability, that is, when students are in school, teachers should not reveal rational concepts prematurely and entrust all knowledge principles to students, but should use their own speech, behavior and various activities to A variety of teaching and cultural and sports activities consciously give students hints, edification and infection, so that students can subtly acquire legal knowledge and receive legal education and inspiration. In the process of specifically applying the principle of permeability in legal education, teachers can generally adopt two approaches: implicit permeability and suggestive permeability. The so-called invisible penetration is to skillfully infiltrate legal education into the teaching of scientific and cultural knowledge and organized cultural and sports activities, so that students can be educated unconsciously. The so-called suggestive penetration is to use implicit methods to have a rapid impact on students' mental state and behavior, thereby helping students gradually enhance their legal concepts and awareness. Generally speaking, the main ways for primary and secondary schools to penetrate legal education are the following aspects:

First, legal education must penetrate into the implementation of rules and regulations. The school's rules and regulations are established based on the country's laws and people's moral understanding, and are necessary for the normal education and teaching order of the school. Generally speaking, the rules and regulations formulated by schools not only reflect the spirit and requirements of the law, but also conform to the actual situation of the school. Schools should combine compliance with rules and regulations with compliance with the law, and conduct education on laws and regulations according to the situation, so that primary and secondary school students can Recognize the correctness, rationality and necessity of the rules and regulations, be familiar with and master the school's various rules and regulations, truly abide by the rules and regulations, and act in accordance with the rules and regulations, laying a good foundation for consciously abiding by the country's laws and regulations in the future. It is actually very simple and practical to infiltrate legal education into the implementation of rules and regulations. For example, an expression of approval for law-abiding students, an encouraging look, and a seemingly random praise can all be done. It has a good hint effect in motivating students to abide by the law.

Secondly, legal education must be integrated into the teaching of various disciplines. Legal education courses bear the important responsibility of legal education, but other subjects also have unshirkable educational responsibilities. The similarities and differences are that legal education courses are education directly centered on legal knowledge. The content is relatively concentrated but the class time is very limited, while other subjects are permeable. Education, the content is relatively scattered but the effect is often reflected in a subtle way. Schools should consciously infiltrate legal education into classroom teaching in various subjects, and make it an important topic for school legal education research and the main goal of reform.

Teachers of various subjects should fully explore the legal education materials contained in the textbooks, especially those related to the subject, by analyzing political and historical events, analyzing literary works, introducing the historical traditions of the subject, and imparting cultural knowledge. Law-related cases will be introduced and analyzed with emphasis, thereby actively guiding students to master legal knowledge and improve legal awareness. For example, when organizing physical education classes, content such as personal injury accident prevention and self-protection education for primary and secondary school students can be infiltrated; when teaching history classes, content such as national defense law and drug prevention can be infiltrated; when teaching nature classes, environmental protection can be infiltrated Law and other contents penetrate into it. Legal education should penetrate into various disciplines. It should avoid formalism and cannot be far-fetched. It should be naturally combined, inspired and guided, and the entry point of education should be selected. It should arouse students' excitement in learning and using the law, so that students can master the subject knowledge itself, While intelligence is developed and abilities are improved, legal knowledge is understood and legal awareness is strengthened. This requires the art of penetration.

Third, legal education must penetrate into the campus environment. In the formation of legal consciousness, education is very important, and the influence of environmental emotions is also indispensable. The campus environment and atmosphere are not only an important symbol of civilization and a concentrated expression of social value orientation, but also an effective position for cultivating legal awareness. Primary and secondary schools should form a unique campus legal atmosphere based on the characteristics of the school. It is necessary to seize various carriers such as the campus network, on-campus radio, bulletin boards and banners, organize some online knowledge competitions for learning and usage of laws, post some famous quotes and slogans to promote the legal system, and broadcast some broadcasts about legal education to form a campus The publicity of internal legal education is strong.

Fourth, legal education must penetrate into the interaction between home and school. One of the characteristics of legal education for primary and secondary school students is the interaction and close contact between home and school. In view of the influence of families on the growth process of primary and secondary school students, schools should pay attention to the penetration of legal education into families. Let the legal education content penetrate into the family, students use the legal knowledge learned in the classroom to help their parents, and then let the parents influence the students with good tutoring, then we can achieve the purpose of parents and students learning and improving together. . To this end, we can assign some homework for parents and students to do based on the content of legal education. The purpose is to let parents understand legal knowledge at the same time, urge students to complete the assigned homework, and achieve the unity of students' knowledge and action. At the same time, schools can also strengthen the connection between schools and families through home visits, parent forums, etc., provide appropriate legal education to parents, and effectively play the role of school legal education in penetrating families.

The prerequisite for the penetration of legal education is to strengthen teachers’ awareness of penetration and form a firm, clear, consistent and lasting awareness of penetration. Only when teachers themselves have relatively high legal awareness and relatively comprehensive legal knowledge can they consciously infiltrate legal education into all school work and activities, can they gradually explore specific ways and forms of infiltration in practice, and can they achieve expected effect. With the deepening of legal popularization, permeable legal education will surely receive greater attention and may become the main channel of legal education.

2. Focus on experiential education

Legal education not only requires permeable education of knowledge, but also conscious experiential education , that is to say, in the process of organizing legal education activities, efforts should be made to highlight the dominant position of primary and secondary school students, give full play to their active role, and carry out legal education practice activities that are in line with the laws of physical and mental development of primary and secondary school students and have student interests and the flavor of the times. , to help them learn legal knowledge, understand the true meaning of the law, and cultivate legal awareness. The reason why the author emphasizes experiential education is because only through experience can legal education change the current situation of teaching students in the past that was more than serious and insufficiently vivid, and create a relaxed learning atmosphere, so that legal education can be sincerely welcomed by students. ; Only through experience, legal knowledge is accumulated in experience after experience, and legal awareness is formed in experience after experience, can students' thinking make a leap, and the legal ideology and legal knowledge acquired can be unforgettable; and only through experience can students make a leap in their thinking. Only when primary and secondary school students can consciously abide by the law and maintain the authority of the law while studying the law can the goal of legal education be achieved. It can be said that experiential education is the deepening and development of the educational idea of ??"practical education". It can accompany students' growth process, help them realize the transformation from unintentional experience to intentional experience, and enhance their interest and interest in learning law from the experience. Improve the effectiveness of studying law.

Legal experiential education requires a good choice of carrier. Legal education in primary and secondary schools should be experienced in practice, comprehended in experience, establish legal awareness in perception, and promote self-development. It requires us to actively make good use of various educational resources and find on-site and practical solutions that suit the actual school and student characteristics. Various activities with strong sexual orientation serve as the carrier of legal experiential education. For example, we held discussions with advanced collectives and role models from the public security and judicial organs, established legal study interest groups, held legal speech contests and debates, held legal writing contests, visited various legal education bases such as juvenile detention centers and juvenile education centers, and organized Legal education activities such as mock hearings and mock courts, etc. There are many carriers of legal experiential education. I believe that through conscious exploration, we can choose the carrier of experiential education that suits the characteristics of students, and enable the majority of students to play a role, experience a responsibility, and gain a feeling by actively participating in legal education activities; understand A little knowledge, understand a truth, develop a quality. Only in this way can we change the abnormal situation in legal education where "the teacher speaks loudly on the stage but no one listens to the students in the audience", and the abnormal situation of "endorsing everything before the exam but having no impression after the exam" and mobilize students' enthusiasm for learning and using the law.

Legal experiential education needs to grasp the subject experience link. Students are the main body of legal education activities. If they accept education passively and lack the initiative to participate in the process, the educational effect will definitely not be good. Legal experiential education actually emphasizes grasping the key links of subject experience. Through the practice, experience and perception of primary and secondary school students, it guides students to experience with their "hearts" and realize consciously in practice, so that the majority of students can participate in rich and colorful activities. , truly master basic legal knowledge and form basic legal awareness in the process of meaningful legal education activities. In real life, we can consciously seize the subjective experience of primary and secondary school students. For example, students can organize themselves to conduct legal analysis of cases that have happened to themselves and on campus, so as to educate themselves and warn others; they can start a website from editing to typing A legal tabloid whose members are students themselves, allowing students to publicize and report on things happening around them through their own work; schools can organize students to carry out summer or winter camps such as "Law Accompanying Me" and use the holidays to contact the public security and judicial organs, Understand the knowledge, abilities and professional ethics necessary to adapt to these positions. Once legal education activities are novel, interesting, and attractive to students, their expected effects will be reflected.

In addition, there are three points that need to be paid attention to when implementing experiential education in legal education: First, experiential education activities should not be targeted at a few specific students, but should be open to all students. Legal education is not only necessary to prevent illegal crimes, but also includes the more important significance of safeguarding students' legitimate rights and interests and promoting students' healthy growth. Therefore, all students should receive legal education and participate in experiential education. Second, the importance of experiential education lies in students’ own participation, and teachers should not do everything for them. The real significance of legal experiential education comes from student participation. Therefore, during the development of legal experiential education, the status of educators must be transformed. It turns out that the teacher's role is often done by himself. During the development of experiential education, teachers should move from the front to the background and become designers and organizers of legal education activities, while students should change from supporting roles to protagonists. Third, experiential education on the legal system should open up new ideas, and experiential education inside and outside schools should be carried out in parallel. Schools should not only provide primary and secondary school students with opportunities for on-campus experience, but also allow them to get in touch with society and experience social practice outside school according to their age characteristics, so that they can gain insights through experience and grow through insights.

3. Pay attention to cultivating education

Although legal education requires understanding of legal knowledge and establishing legal awareness, law as a This kind of social norm requires everyone to implement it. Therefore, legal education is definitely not effective simply by relying on earnest oral preaching. It is very important to transform education into students' conscious behavior. Therefore, it is very important and necessary to develop behaviors that comply with legal norms. Primary and secondary school students are in the most rapid and critical period of development in their lives, which is the initial stage of development education. Providing good development education in primary and secondary schools will lay a solid foundation for a person's life-long compliance with laws and regulations.

Human behavior is controlled by thoughts, and in turn, human thoughts are expressed through behavior. Some primary and secondary school students have developed bad habits since childhood, such as smoking, drinking, gambling, and fighting. Some even form bad habits.

They regard these bad behaviors as "air" and "style". In fact, this reflects the ignorance of these students. Bad behavioral habits often give people an uncivilized impression and expose bad thoughts. At the same time, many bad behavioral habits can also cause a person's victimization, mistakes, and degradation. Therefore, primary and secondary school students should develop good behavioral habits and strive to implement them in all aspects of life.

In this case, primary and secondary school students will inevitably ask, what are good behaviors and what are bad behaviors? Should there be an objective standard? Indeed, there should be a standard for judging the behavior of primary and secondary school students. The minimum standard should be that their behavior does not bring harm to their own bodies and minds, but also does not bring harm to the interests of others, the collective and the country. There are two main categories of judgments on the behavior of primary and secondary school students: moral standards and legal standards. The so-called morals are behavioral rules that are compatible with people's concepts of good and evil, justice and injustice, and are implemented by social public opinion and people's inner beliefs. For example, the behavioral norms for primary and secondary school students fall into this category. Law is the sum of behavioral norms that reflect the will and interests of the ruling class, are formulated or recognized by the state, and are enforced by the state's coercive force, such as "bad behavior" and "serious bad behavior" in the "Law on the Prevention of Juvenile Delinquency" The regulations fall into this category. For primary and secondary school students, these basic behavioral habits are not only the foothold of moral education, but also an issue that must be paid great attention to in legal education. Both aspects can be used as objective standards for judging the behavior of primary and secondary school students.

For school legal education, it has the dual task of developing students' good habits and correcting students' bad habits, but it focuses on developing education. While developing good habits of obeying laws and disciplines, it will also naturally have a correction effect on bad habits. The legal education of primary and secondary school students should be closely integrated with the cultivation of good habits. Through continuous and repeated training, good habits should be developed, bad habits should be corrected, the awareness of obeying the law should be strengthened, and the habit of obeying the law should be formed. Of course, abstaining from bad habits is the most basic and minimum requirement for primary and secondary school students. However, primary and secondary school students should not be satisfied with not contracting bad habits, but should also work towards higher goals and achieve behavioral beauty. What is behavioral beauty? From the most basic requirements, students’ compliance with disciplines and laws is behavioral beauty.

Nurture education includes not only the guidance of correct behavior, but also the training of good habits; it includes the cultivation of behavioral habits, as well as the cultivation of language habits and thinking habits. Developing education is a highly planned task. What habits should be cultivated and what methods should be used to cultivate them must be planned in advance. From a school perspective, it is necessary to formulate some of the most important requirements into clear and unambiguous, concrete and not abstract norms based on the age characteristics, psychological conditions and ideological realities of primary and secondary school students, and put forward clear requirements in daily study and life. , set rules and require every student to do it, so that students can gradually develop habits. Legal education should work hard in this area to achieve results.