试论法学教育中教师应当教授的基本内容

发布时间：2018-02-02 05:02

本文关键词： 法学理论《刑事诉讼法学》讲授法教学方法深度学习　出处：《河北法学》2017年02期 　论文类型：期刊论文

【摘要】：法科教师在课堂上应当讲授什么?通过梳理中国和其他法治国家的法学教育,我们可以发现课堂上任课教师应当围绕法学理论展开,虽然他们可以在教学方法上有所差异。就法治国家而言,以德国为例,其法学教育形成了讲授法、练习课和研讨课三足鼎立的教学方法,以美国为例,美国案例教学法更是将其高度融合为一体;其实现了学生需要花费大量时间学习、练习、实践法学理论,进而提升了单纯讲授法教学方法的教学效果。就中国而言,法学教育之教学虽然围绕法学理论展开,但其教学效果非常糟糕,因为其没有实现教学方法与法律知识、法学理论的高度契合,也缺乏案例,更是因为中国式考试制度而导致的考试目标落空。在展示三种迥异的法学教学过程中,我们可以看到一种现象,即法学理论、教学方法、时间、法律技能只有在法学教育、法学教学中以深度学习的方式才能较好地融为一炉。
[Abstract]:What should a law teacher teach in class? By combing the legal education of China and other countries ruled by law, we can find that teachers in the classroom should focus on the theory of law, although they can have some differences in teaching methods. Take Germany as an example, its law education has formed the teaching method of teaching method, the practice class and the seminar lesson three standing stand, take the United States as the example, the American case teaching method is also highly merges it into one body; It realizes that students need to spend a lot of time to study, practice, practice the theory of law, and then improve the teaching effect of simple teaching method. As far as China is concerned. Although the teaching of law education revolves around the theory of law, its teaching effect is very bad, because it has not realized the teaching method and the legal knowledge, the law theory highly coincides, also lacks the case. In the process of showing three different kinds of law teaching, we can see a kind of phenomenon, that is, law theory, teaching method, time. Only in law education and law teaching can legal skills be blended into a furnace.
【作者单位】：西南科技大学法学院;
【基金】：西南科技大学重点教改项目《法科学生法律技能的培养》(15xnzd10)阶段性成果
【分类号】：D90-4;G642
【正文快照】： (西南科技大学法学院,四川绵阳621010)一、提出问题笔者在《试论法学教育对法科教师的基本要求》一文[1]提出,法科教师在教学这个场域可以自专,但对其仍然有三方面的隐性约束,即求学经历中习得的法学知识和法律技能、教学经验和由此而形成的个人偏好;质而言之,教学经验和个人

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