摘要
Purpose:This study examines law-related education in Japan and China to reveal the current state of research and identify the roles,possibilities,and challenges facing such teaching at the elementary,junior high,and senior high school levels.This study conducts a comparative review of research on perspectives toward law education in both countries,as well as the characteristics of and issues facing law education in Japan.Design/Approach/Methods:This study examines trends in research and educational reform related to law education in Japan.In doing so,it evaluates how the characteristics of and issues facing law education in Japan are related to law education in China.Findings:Results show no evidence of a systematic study of law in Japan.Reforming subjects to engage in collaborative learning is a more realistic strategy than attempting to design wholly new subjects.Accordingly,exploring what kind of learning activities are linked to law-abiding education in China offers insights and references for Japan.Adapting these strategies to the Japanese context and law material can help create a more systematic form of learning.Originality/Value:Through joint research by researchers and educators from East Asian countries,we intend to conduct further research on the development of curricula,textbooks,and class models suited to specific subjects.Employing the joint research learning approach discussed in this study in Japan and China may result in further learning possibilities.
基金
support for the research,authorship,and/or publication of this article:This study is based on the research results of"The Comprehensive Study of Classes That Foster‘Citizenship'Using Judgment Materials’on Domestic Laws and International Treaties" (2015-2017)
funded by the Grant-in-Aid for Challenging Exploratory Research (Challenging Exploratory Research Project/Area Number 15K13222).
