중국의 소학교 법교육 교육과정과 교과서 분석: ｢도덕과 법치｣를 중심으로

This study analyzed the curricular content and textbooks pertaining to Chinese law-related education, intending to derive implications for the development of future curricula and textbooks in the studied domain. To this end, previous studies related to law-related education were examined, and elements of law-related education content were derived. The Chinese law-related education curriculum titled 「Mandatory Education Morality and the Rule of Law in the 2022 edition」 was selected in addition to a textbook titled 「Moral and Rule of Law」, which incorporated the requisite contents of law-related education designated for the first semester of 6th grade. First, the study’s scrutiny of the contents presented in the curriculum and textbook revealed that the overall flow does not differ significantly from Korea’s law-related education, and does not strongly emphasize the characteristics of Chinese socialism. Thus, it was ascertained that the contents of the Chinese curriculum and textbooks do not deviate from global trends. Second, the Chinese curriculum establishes that understanding the law based on fundamental norms and safety consciousness, in conjunction with compliance with rules and laws, represents the core objective of law-related education. The curriculum specifies a range of teaching and learning methods to achieve these educational objectives, including discussions, role-plays, and occasional educational activities. Moreover, Chinese law-related education adopts a precautionary approach, as evidenced by the inclusion of content related to danger awareness and prevention across the curricular dimensions of knowledge, skills, values, and attitudes. Third, the examination of the curriculum-based narrative and activity-related contents of the studied textbook revealed that it offered numerous examples that approximate real life. In particular, it highlights and offers detailed explanations of issues such as protecting the rights of minors, preventing school violence, and crimes against minors. Fourth, the Chinese curriculum and textbooks consistently address actual legal provisions. Thus, it may be inferred that law-related education should attend to the need to expand participatory and experiential teaching and learning, introduce educational content related to danger prevention in daily life, and thoughtfully take learners’ developmental stages and learning levels of students into account in instilling legal provisions.