| Abstract |
With the development of educational reforms oriented toward core competencies, curriculum boundaries tend to be integrated, and the cultivation of general education has become an established direction. Moral and Rule of Law in junior high schools is part of the comprehensive education covering morality, intelligence, physical fitness, aesthetics, and labor skills. Its disciplinary characteristics—including humanity, sociality, and practicality—also provide a foundation and possibility for the integration with other disciplines. In the context of fragmented teaching and isolated disciplines, knowledge is separated from one another, making it difficult to develop students divergent thinking. This leads to educational drawbacks such as the weak connection between students holistic understanding of issues, value judgments, and the resolution of specific social problems. To address this, this paper attempts to deeply integrate content from other disciplines—including history, Chinese language and literature, psychology, fine arts, calligraphy, physical education, and handcrafts—into the Moral and Rule of Law curriculum. The goal is to construct a dynamic, vivid, and in-depth learning environment, thereby enhancing educational efficiency and exerting positive educational effects.
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