The Value-Integrative Function of the Morality and Rule of Law Subject in an Integrated Curriculum and Its Mechanisms of Enactment

A Theoretical Analysis Based on the Interdisciplinary Teaching Practice of My Tribe Growth Diary

Abstract

Within the practical context of curriculum integration reform, the reconstruction of disciplinary boundaries has prompted renewed scrutiny of the intrinsic educational value of each subject. Focusing on a school-based integrated curriculum titled “Morality and Rule of Law and Humanities,” this study conducts an in-depth case analysis of the lesson My Tribe Growth Diary to examine the distinctive function and pathways through which the Morality and Rule of Law (MRL) subject contributes to the integration of historical and geographical knowledge. The study argues that, in interdisciplinary teaching, MRL should not remain a peripheral “value add-on”; rather, it ought to assume the central role of a value integrator. By attributing meaning to multi-disciplinary knowledge, providing ethical framing, and fostering identity construction, MRL enables a critical transition from knowledge integration to competency cultivation. Building on the case, this paper proposes a four-stage pedagogical model—contextual embedding, role embodiment, conflict deliberation, and consensus elevation—and further explicates the internal mechanism through which value-oriented guidance in integrated curricula transforms knowledge into understanding, understanding into practical wisdom, and ultimately embeds such wisdom into moral character. This study offers a theoretical lens for positioning MRL within the contemporary curriculum system and provides an actionable professional framework for frontline teachers to implement high-quality interdisciplinary teaching.