整体视阈下教育法典的“公因式”研究——基于我国294件现行有效法律文本的NVivo分析

“Common Factors”of Education Code from the Perspective of Holism:NVivo Analysis Based on 294 Legal Texts in Force

教育法典编纂是教育治理体系和治理能力现代化的要求,也是建设教育强国的保障。教育法典编纂必须从整体视阈入手,科学界定教育法律的基本范畴。聚焦狭义的法律概念,将教育法律分为教育专门法律和教育相关法律,在此基础上确定教育法典的“公因式”。以8部教育专门法律为基础,确定“主体”和“行为”两个分析维度,并以此划定教育相关法律的范畴,共形成NVivo分析的教育法律文本97部。按照三级编码分析教育专门法律和教育相关法律的内容,明确学校行为是教育法律的主线,政府及其教育行政部门的行为是教育法律的基础,国家和社会的其他行为是教育法律的辅线。

The codification of education law is the requirement of the modernization of education governance system and governance ability,and also the guarantee of building a strong country in education.The codification of education law must start from the perspective of holism and define the basic category of education law.Focusing on the narrow concept of law,the education law is divided into special education law and related education law.Based on eight special education laws,two analytical dimensions of“subject”and“behavior”are determined,and the category of related education law is defined according to them.A total of 97 legal texts of education law analyzed by NVivo were formed.According to the analysis of three-level coding of the legal texts of special education law and related education law,it can be clear that the school behavior is the main line of education law,the behavior of the govermment and education administrative department is the key to education law adjustment,and the other behavior of the state and society is the auxiliary line of education law.