Case teaching is a teaching method that is more suitable for today's teaching and training objectives. Then, how to carry out case teaching in the course of economic law?
Using case teaching method can stimulate students' interest in learning and improve their ability to analyze and solve practical problems. This paper expounds the application of case teaching in the teaching of economic law course and the problems that should be paid attention to in the application process, and points out that case teaching can improve the teaching effect of economic law course.
Keywords: economic law course; Case teaching; Teaching effect
The case teaching method can be traced back to 1870, when Professor Landale of Harvard Law School reformed the case teaching method, and used case sets instead of previous textbooks for the first time in teaching. Case teaching method takes court cases as the teaching content, and students fully participate in classroom discussions, which caters to the characteristics of common law countries taking cases as the source of law. Therefore, the case teaching method has gradually established its leading position in legal education in common law countries and has always been the essence of American legal education [1]. Case teaching method was introduced to China in the late 1980s. Drawing lessons from the scientific and reasonable part of this teaching method, combined with the legal education background and written law system in China, a case teaching method suitable for the legal education environment in China has been formed.
First, an overview of case teaching and its role in the teaching of economic law
Case teaching refers to a teaching method that teachers guide students to analyze and study existing cases independently to explain the contents of statute law, and use legal analysis to study cases to cultivate students' practical application ability. Is it student-centered and action-oriented? Interaction? Teaching methods. Economic law is a theoretical and practical course, and its manifestations are mainly abstract concepts, systems and norms. It is difficult for students with practical experience to understand theoretical knowledge. Case analysis is to combine theory with practice, combine theoretical teaching with practical teaching in class, mobilize students' enthusiasm and interest in learning with vivid cases, and make abstract and boring knowledge of economic law concrete, vivid and interesting. Therefore, if the case analysis method can be successfully applied to the teaching of economic law, it can train students to master theoretical knowledge systematically and improve their ability to analyze and solve practical problems, thus achieving the teaching goal of cultivating competent and quality-oriented talents.
Second, the application of case teaching in the teaching of economic law course
(1) Case introduction
Teachers choose cases related to the teaching content according to the teaching objectives, preferably cases close to students' lives or recent real cases, and send relevant materials to students before class, so as to inspire students to think and analyze the views of cases by consulting relevant laws and regulations. In order to stimulate students' interest in learning, teachers can also make it difficult for students to show relevant cases through multimedia, illustrations and audio-visual combination. Because multimedia teaching is vivid, informative and interesting, it is very popular with students to fully display the relevant legal knowledge of cases through stories. The cases can be selected from such popular law programs as Economy and Law, Legal Report, Focus Interview, and websites such as China Legal Information Network and China Civil and Commercial Law Network.
Student discussion
Students discuss in groups after thinking about the cases chosen by teachers. In this process, teachers should be organizers and guides, inspire students to think, encourage students to actively participate in discussions, and regard students as the main body of teaching. In addition, teachers should flexibly use tips, questions, key points, examples and other ways to guide students to think, create a relaxed and pleasant discussion atmosphere, attract students to participate in discussions and exchange information, so as to improve students' ability to analyze and solve practical problems.
(3) Summarize the results
After a heated discussion, each group elected a representative to speak and explain the group's views on the case discussion, and the teacher made a comprehensive comment according to the discussion results of each group. In the process of teachers' comments, on the one hand, we should give correct answers to case analysis and emphasize the methods and steps that students should master; On the other hand, it clearly points out the legal knowledge points involved in the case and the key and difficult points of case analysis, and deeply analyzes the relevant legal theoretical knowledge on the basis of analyzing and commenting on the case, so as to deepen and consolidate students' mastery and application of relevant legal theoretical knowledge. In addition, teachers can organize and guide students to have more in-depth discussions on key issues discussed by students.
(4) write an analysis report
After thinking, discussing, summarizing and analyzing, teachers can arrange students to complete the writing of case analysis report after class. By writing analysis report, on the one hand, it can improve students' expression ability and writing ability, and expand their thinking space; On the other hand, teachers found problems that need to be further explored and studied in the case, providing ideas and inspiration for their own related research. This research on topic selection has strong application and practical significance, which in turn can better promote the application of case teaching method and improve teaching effect. It is a win-win process.
Third, the problems that should be paid attention to in the application of case teaching in the course of economic law.
(A) Selected teaching cases
In order to improve the teaching effect, the selected teaching cases should be closely related to the teaching content, with pertinence, authenticity, typicality and novelty. Case selection is not limited to indirect materials such as textbooks, websites and televisions. It is best to sum up direct cases through in-depth practice in the judicial system, so as to make the selected cases more convincing, combine theory with practice, and make it easier for students to understand, master and apply theoretical knowledge. Case analysis should give students a clear legal basis, so that all case analysis has laws to follow. In short, case selection should follow the following principles: 1. The case should have practical significance; 2. The difficulty of the case should be moderate; 3. This case has teaching value.
(2) Reasonable arrangement of cases
One of the characteristics of case teaching in teaching time is that it takes up a lot of time, while the content of Economic Law course is complex and the amount of class hours is small, so it is difficult for students to master the core knowledge points in the case. Therefore, in the process of case teaching of economic law course, we must arrange all links of case teaching reasonably and scientifically, and control the time well. Teachers should focus on the legal knowledge related to the case, be concise and to the point, so that students can have more time to think, discuss and communicate, so as to achieve good teaching results.
(C) Give play to the leading role of teachers
1. Case demonstration teaching can use rich multimedia courseware to vividly demonstrate cases, stimulate students' horizons, and skillfully integrate cases with the basic theories of courses to achieve the effect of two-way information exchange. At present, this method is widely used in colleges and universities, and its manifestation is mainly teaching theory, and case teaching is just an example; Or explain and analyze the curriculum theory based on cases.
2. Case discussion method
Case discussion should be a teaching method with students as the main body under the guidance of teachers. When organizing case discussion, teachers can use the ideas and methods of guiding and analyzing problems to expand students' thinking and inspire students' thinking; You can also use questions, rhetorical questions, tips and other forms to guide students to discuss and analyze, and encourage students to boldly summarize according to their own views. In the whole discussion process, teaching should dominate the direction and rhythm of discussion: when students are too excited, teachers should adjust in time; When students' discussion is too dull and their thinking is stagnant, teachers should expand students' thinking, guide students' discussion and adjust the classroom atmosphere through guidance and inspiration; The students' discussion deviates from the theme, so the teacher should correct it in time and help straighten it out. Practice has proved that through classroom case discussion, students can be fully mobilized to participate in thinking, improve their ability to analyze and solve problems, strengthen their expressive ability and practical operation ability, and achieve better teaching and educating results.
3. Case simulation method
Case simulation means that students can fully understand the application of law in real life and deepen their understanding and mastery of legal theory knowledge by playing the role in the case. Taking this approach requires teachers to make full preparations before class and choose case scripts, props, simple simulation scenes, etc. , so that students have the feeling of being there, so that they can appreciate the charm and significance of law in life and cultivate their ability to solve practical problems.
(D) Case teaching method
The traditional theoretical teaching method is organically combined with the teaching method, which is a one-way teaching mode. It fully embodies the overall organization and control of teachers' teaching, and can better explain and analyze the concept, principle and legal provisions of law. Its greatest advantage is that it keeps the coherence and systematicness of teaching content. Case teaching method is an enlightening and instructive teaching method, which can stimulate students' interest in learning, cultivate their practical ability and enhance their ability to analyze and solve practical problems. Therefore, only by combining the case teaching method with the teaching method better, infiltrating the basic theoretical knowledge of law into the case teaching skillfully, and integrating the typical realistic cases into the theoretical knowledge of law, can we truly combine the two methods, achieve better classroom teaching effect and improve students' comprehensive quality. Based on the above analysis, this paper specially designs the case teaching mode of economic law, and analyzes it with practical cases.
In case teaching, we can quote the lead-in cases, that is, enlightening cases, and raise relevant legal issues through case statements. Students can listen to the teacher's legal knowledge with questions, think about problems with cases, and come back to analyze cases after learning legal knowledge. Like talking about contract law? Liability for breach of contract? Before learning the relevant legal knowledge, we can introduce the following cases: fruit farmer Zhang Fei signed a tomato purchase and sale contract with individual merchant Wang Gang in the fruit wholesale market. The contract stipulates that the goods should be delivered before the end of July. Zhang Fei decided to deliver the goods on August 3rd because something happened at home. Unexpectedly, it rained hail on August 2, and the tomatoes were destroyed, so he could not deliver the goods. In this case, should Zhang Fei bear the responsibility for breach of contract (question)? After the case is stated, explain to the students the relevant legal provisions on liability for breach of contract. When students learn and master the relevant legal knowledge, the problems introduced into the case will be solved, and teachers will further analyze them according to the relevant laws and regulations, so that students can easily master the classroom teaching content.
Four. conclusion
Practice has proved that case teaching, a teaching method suitable for today's teaching and training objectives, is widely welcomed by students, and it also embodies many advantages in the teaching of economic law. However, it requires teachers to have a high comprehensive quality in case selection, classroom organization and control, multimedia application and so on. Teachers must continue in-depth research and participate in practice in order to select more representative case materials to explain, make up for the limitations of classroom teaching space and time, provide students with more diversified teaching methods and achieve better teaching results.
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