模拟法庭教学方法研究

发布时间：2018-05-04 10:54

本文选题：法学教育 + 模拟法庭　；参考：《首都师范大学》2011年硕士论文

【摘要】：法学教育是一门以发展法学学科和为社会培养专业水平法律人才为目的的具有鲜明的操作性和实践性特征的独特的学科教育,它既是一种养成教育,同时又是一种专业教育。教学既要符合人才培养的一般教育教学规律,又要满足法律职业对其他学科共同进行复合与交叉人才培养的要求。然而,我国目前的法学教育在人才培养方面却存在重视理论知识的讲授,忽视实践能力培养的现象。教学方法在种类上比较单一,多以讲授法为主,容易造成学生被动地学习,很难实现知识的主动建构。在此情形下培养的法律人才很难实现复合型人才的培养目标。模拟法庭教学方法作为一种注重实践能力的训练和培养的教学活动,在国外的教学过程中取得了显著的教学效果,培养出了一批又一批符合社会需要的法律人才。在教学过程中,模拟法庭教学方法不仅是作为学生进行实践学习的有效环节,同时也是教师进行实践教学中一项重要的教学活动,属于典型的“教”与“学”活动的有机结合。因此,模拟法庭教学方法在我国高等院校法学教育的过程中被引进和推广也是一种必然的选择。在模拟法庭教学方法取得一定成效的同时也存在了一些问题,诸如教学设施陈旧、案源渠道狭窄、质量不高、指导教师水平参差不齐、教师与学生数量上不成比例、表演色彩浓厚、课时安排有限、模拟次数无法保障等。如何解决上述问题,更好地发挥模拟法庭教学方法在法学教育中的优势地位等问题已经越来越严峻地摆在我们面前。本文第一部分是对模拟法庭教学方法理论的概述,通过从模拟法庭教学方法的概念和特征、理论基础、教学理念四个方面,阐述模拟法庭教学方法存在的理论依据及价值。其中,关于理论基础部分,笔者从本体论、认识论、价值论的维度分别对实践观、知识观、教学观进行分析和阐述；关于教学价值部分,笔者分别从实践价值和理论价值两个方面展开研究；关于教学理念部分,本文围绕知识观、学习观、学生观、教师观四个方面进行探究。第二部分,通过模拟法庭教学方法与案例教学法、讨论式教学法与诊所式教学法的分析比较,指出模拟法庭教学方法的价值所在。第三部分,介绍模拟法庭教学方法的教学过程,笔者根据赫尔巴特经典的“五段教学法”的阶段划分,结合模拟法庭教学方法自身的特点,总结出模拟法庭教学方法的教学过程：按照预备(激发兴趣)——提示(感知案例)——联想(理解分析案例)——应用(模拟审判)——总结(总结评估)五个环节实施模拟教学。第四部分,对模拟法庭教学方法运用中应当注意的问题进行分析。首先指出模拟法庭教学方法在法学各学科中的具体运用,根据不同学科的特点和性质结合模拟法庭教学目标的不同,有针对性地选择适合的案例；其次对模拟法庭教学方法的四个常用的评估标准,即准备是否充分、组织是否缜密、程序是否合法、技巧是否得当四个方面进行简单的阐述,通过对模拟法庭教学方法的评估和总结更好地实现了模拟法庭教学方法的教学效果。最后就实践教学的合理运用和发展提出一些建议和相应的策略,从多个角度积极追求实践教学的最佳教学效果。
[Abstract]:Legal education is a unique subject education with distinctive operational and practical characteristics for the purpose of developing the discipline of law and cultivating professional level legal personnel for the society. It is both a form of education and a professional education. It is not only in accordance with the law of general education and teaching, but also in meeting the law. However, the current law education in our country has the emphasis on the teaching of theoretical knowledge and the neglect of the cultivation of practical ability in the training of talents. The teaching methods are relatively simple in the variety of teaching methods and mainly by teaching methods, which are easy to cause students to learn passively and difficult to learn. In this case, it is difficult to realize the training goal of the compound talents. The simulated court teaching method, as a kind of training and training, which pays attention to the practice ability, has achieved remarkable teaching effect in the foreign teaching process, and has trained a batch of other conforms to the needs of the society. In the course of teaching, the teaching method of the simulated court is not only an effective link for the students to carry out practical learning, but also an important teaching activity in the practice teaching of the teachers, which belongs to the organic combination of the typical "teaching" and "learning" activities. It is also an inevitable choice to be introduced and popularized in the course of education. There are also some problems, such as the old teaching facilities, the narrow source of the source, the poor quality of the source, the uneven level of the instructors, the disproportionate number of teachers and students, the strong color of the performance and the arrangement of the class hours. Limit, the number of simulation can not be guaranteed. How to solve the above problems and give a better play to the advantages of the teaching method of the simulation court in law education has become more and more serious in front of us.
The first part of this paper is an overview of the theory of simulated court teaching methods. Through the four aspects of the concept and characteristics of the simulated court teaching method, the theoretical basis and the teaching idea, the theoretical basis and value of the existence of analog court teaching methods are expounded. Do not analyze and explain the concept of practice, knowledge and teaching. On the part of teaching value, the author carries out the research from two aspects of practical value and theoretical value. On the part of teaching idea, this article explores the concept of knowledge, the view of learning, the view of the students and the view of teachers. The second part is through the simulation of the teaching method of the court. Compared with the case teaching method, the analysis and comparison of the discussion type teaching method and the clinic teaching method, the value of the simulation court teaching method is pointed out. The third part introduces the teaching process of the simulated court teaching method. The author according to the stage division of the "five paragraph teaching method" of Herbart's classic, combined with the characteristics of the simulation court teaching method itself, The teaching process of the teaching method of the analogue tribunal: in accordance with the preparation (arousing interest) - hint (perception case) - Association (understanding analysis case) - Application (analogue trial) - summing up evaluation) five links to implement simulation teaching. The fourth part is to analyze the problems that should be paid attention to in the application of the teaching method of the analog court. First of all, it points out the application of the simulation court teaching method in the various disciplines of law. According to the characteristics and nature of the different disciplines, it combines the different teaching objectives of the simulated court, and selects the appropriate cases pertinent. Secondly, four common evaluation criteria for the teaching method of the simulated court, namely, whether the preparation is sufficient, the organization is meticulous, the procedure is the procedure. Whether or not it is legal and whether the skill is appropriate in four aspects is simply expounded. Through the evaluation and summary of the teaching methods of the simulated court, the teaching effect of the teaching method of the simulated court is realized better. Finally, some suggestions and corresponding strategies are put forward on the rational application and development of the practical teaching, and the practical teaching is actively pursued from many angles. The best teaching effect.

【学位授予单位】：首都师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：D90-4

【参考文献】