Exploration and Practice of the “Three-Three Teaching Research · Four-Link Guided Learning · Large and Small Classrooms” Three-in-One Teaching-Research Paradigm for Rule-of-Law Education: A Regional Teaching-Research Model in the Context of Integrating Ideological and Political Theory Courses across Primary and Secondary Schools
In response to practical problems in the integrated construction of ideological and political theory courses across primary and secondary schools—namely, insufficient articulation between school stages, a weak linkage between teaching research and teaching practice, and insufficient unity of knowledge and action—this study constructs a three-in-one teaching-research paradigm for rule-of-law education. Grounded in the Curriculum Standards for Ethics and the Rule of Law in Compulsory Education (2022 Edition), the paradigm takes the cultivation of the core competency of rule-of-law awareness as its main line and “law in daily life” as its theme anchor, following the educational logic of “knowledge, emotion, will, and action.” It consists of three components: “Three-Three Teaching Research” (three pillars of support, three pathways, and three focal points) at the teaching-research end, “Four-Link Guided Learning” at the classroom end, and “Large and Small Classrooms” (the campus “small classroom” and the societal “large classroom”) at the practice end, forming an integrated operating mechanism of goal orientation, three-in-one structure, and cyclical improvement. Practice has shown that the paradigm effectively promotes the continuous construction and stage-by-stage advancement of students’ rule-of-law literacy, enhances teachers’ cross-stage collaborative education capacity, and provides a replicable practical model for the integrated construction of ideological and political theory courses in regional primary and secondary schools.
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