Situational teaching method refers to a teaching method in which teachers purposefully introduce or create vivid and concrete scenes with certain emotional colors and images as the main body in order to arouse students' attitude experience, so as to help students understand the teaching materials and develop their psychological functions. The core of situational teaching method is to stimulate students' emotions. Situational teaching can only influence students by further refining and processing society and life. This paper mainly studies the application of situational teaching method in law education, hoping to help everyone.
The introduction of situational teaching method in the reform of law teaching method can cultivate and develop students' abilities of independent knowledge acquisition, comprehensive judgment and organization and coordination, and effectively stimulate students' interest in learning and innovative ability. Situational teaching method plays an important role in legal practice teaching, and the correct application of situational teaching method in legal teaching will effectively improve the quality of legal teaching and adapt to the development of legal education.
Paper Keywords: situational teaching method, legal education, construction, application, innovation
With the general plan of governing the country according to law being put forward and the process of legalization being accelerated, the law education in China is developing at an unprecedented high speed. Modern law education aims at cultivating professional, broad-caliber and compound legal talents. However, there are some problems in China's legal education system, teaching plan and teaching mode. In this regard, law educators must have a clear understanding, always pay attention to the development trend of law education, sort out the ideas of law education reform, and pay attention to studying how to use good and appropriate teaching methods to improve teaching quality. Practice teaching is undoubtedly an important direction of the reform of law teaching methods, which can cultivate and develop students' ability of independent acquisition of knowledge, comprehensive judgment and organization and coordination, and effectively stimulate students' learning interest and innovation motivation.
Reflection on traditional teaching methods
? Teaching method is the general name of the interactive activities between teaching and learning taken by teachers and students to achieve teaching objectives and complete teaching tasks in the teaching process. ? The traditional law education mainly adopts the teaching method, taking the teacher's classroom teaching as the core, and there are also some classroom questions, troubleshooting, reading guidance, thesis writing guidance and so on. Basically, it is what the teacher says and what the students listen to, and regards legal rights education as basic theory and academic education. Today, with the increasing specialization of law education, we need to reflect on the traditional teaching methods and fully understand their disadvantages.
1. Traditional teaching methods have caused the inertia of teaching and learning. Law teachers and students have become accustomed to the long-established mode of teachers pouring students' listening. This model is relatively simple. Teachers rely on lesson plans to undertake all classroom teaching. What students do more is to copy notes quickly, and they have no time to think in the hasty records. All they did was leave their knowledge in their notebooks. Over time, students think their role is to listen, and some even don't bother to listen. Teachers only talk about themselves, and it doesn't matter how much students listen; It will make teachers think that students nowadays despise learning, and it is useless to talk about more knowledge, which will lead teachers not to explore the teaching content in depth, not to conduct a comprehensive study of teaching reform and may lead to the slack of teaching attitude. This unhealthy teaching and learning phenomenon will not only affect the progress of law teachers and students, but also hinder the innovation of law education.
2. Traditional teaching methods are divorced from the professionalization of law. Ignoring the excessive dependence on the traditional teaching methods of cultivating students' legal literacy and legal skills leads to the result that knowledge is emphasized over ability in legal education, and it is difficult for students to improve their ability of observing and finding problems, analyzing and solving problems, communicating and expressing, and writing quickly. On the other hand, legal problems are very complicated social problems, which need systematic legal professional ability to solve, which requires that legal education should focus on solving practical problems, and only by closely combining with practice can theoretical development and innovation be possible. Law is a science based on social reality, not a pure normative science, and law education should be vocational education in essence. Pay attention to improving students' legal beliefs, professional ethics, professional theoretical knowledge and practical skills in teaching content and teaching methods, and pay equal attention to professional ethics education and professional skills education.
3. Traditional teaching methods restrict the cultivation of students' professional ability and become the internal cause of the employment difficulties of law students. Traditional teaching methods focus on theoretical knowledge, and students have little chance to practice and do not understand judicial practice, so it is difficult to apply what they have learned. When they entered the society, they found that theory was divorced from practice and lacked basic practical application ability. Entering the practical department can't handle all kinds of legal affairs immediately, and the adaptation period is too long, which aggravates the job hunting problem of law graduates.
In view of the problems existing in traditional teaching methods, it is urgent for us to reform law teaching methods, change the teaching mode aimed at understanding legal concepts and imparting legal knowledge, strengthen the proportion of legal practice education, and pay attention to cultivating and developing students' comprehensive abilities of digesting knowledge, acquiring knowledge independently, making comprehensive judgments, organizing and coordinating, and pioneering and innovating. Therefore, we need to carry out a series of teaching reforms, attach great importance to classroom teaching, and introduce situational teaching method will be an important way to change and influence classroom teaching and improve the professionalism of legal education.
Construction of Situational Teaching Method in Law Teaching
1. Concept and theoretical basis of situational teaching method. The application of situational teaching method in law education is to create an appropriate legal act or legal event, so that students can play a specific role here, implement specific behaviors and participate in dealing with specific simulated events. Through vivid and concrete situations or personal experiences, students can learn to think from the perspective of different legal subjects and learn many important skills that they can't learn from abstract case analysis and traditional teaching.
Situational teaching is based on constructivism learning theory. Constructivism holds that knowledge is not taught by teachers, but acquired by learners through meaning construction with the help of others (including teachers and learning partners) in a certain situation and social and cultural background. Constructivism theory thinks? What's the situation 、? Collaboration? 、? Dialogue? And then what? Meaning structure? It is the four elements or attributes in the learning environment.
2. The significance of situational teaching method to legal practice teaching. Situational teaching method makes students change from plane and written contact with law to three-dimensional application of law, which is full of visualization and practicality and plays an important role in law education and teaching.
(1) increases the attraction of classroom teaching, arouses students' enthusiasm and initiative, and makes students more exploratory. Situational teaching method has changed the boring phenomenon of too many theories and laws in the past. With the cooperation of teachers and students, simulate various situations and vividly show legal events or behaviors. Under the guidance of teachers, students apply boring legal provisions to practical legal problems. Bring some legal theories to specific cases to learn; Students can experience diverse roles in scenario simulation, think from different angles, and gain multiple gains in diverse thinking. It can help students understand the existence of law in all directions, not only in books, but also in judges, parties and society. This not only enriches the content of classroom teaching, but also makes the teaching methods more dynamic, so that students can participate in practical operations and solve specific legal problems. Stimulate students' enthusiasm for studying and discussing law through personal practice and handling.
(2) Cultivate students' legal awareness, improve their legal literacy and enhance their recognition of legal spirit and legal value. Traditional teaching methods can easily make people form a wrong legal understanding mentality: one is legal instrumentalism, the other is legal nihilism. According to legal instrumentalism, law is only a tool of management and rule, and people's obedience to law is passive and compulsory. It is believed that power is greater than law, and law is made for people without power, which makes people lose faith in law and shake its authority. Legal nihilism ignores the existence of law, still goes its own way, does not regulate its behavior by legal provisions, and weakens the dignity of law. ? Through situational teaching, students can establish correct legal values, improve their legal beliefs, realize that law is the guarantee of fairness and justice, and know how to use law to regulate behavior and solve problems. Clearly establishing and perfecting the socialist rule of law is an effective guarantee for promoting economic development and social stability.
(3) It builds a bridge between theory and practice for students and improves their practical ability. In the study of law, in addition to the study of basic theory. More importantly, learn to integrate theory with practice. After the introduction of situational teaching method, the practical social problems and concrete examples that students know are introduced into the classroom, so that students can participate in the role, deductive process and actual legal response and handling. To enable students to apply law to solve practical problems after learning basic theories. The real connection between theory and practice is realized, which not only enriches students' basic knowledge of law, but also improves their practical ability.
(4) Cultivate and exercise the way of legal thinking, and improve the personality charm of law teachers. Legal thinking mode refers to the habit and thinking orientation of thinking, analyzing, judging and handling problems by relying on the basic principles of law, normative legal documents and legal spirit. Whether a person is used to the mode of legal thinking is related to his legal literacy and his recognition of legal value. Situational teaching method provides students with the opportunity and possibility to solve practical problems by law, cultivates and exercises students' legal thinking mode, and strengthens students' legal belief. Due to the introduction of new teaching methods, the interaction between teaching and learning is increased, the cooperation between teachers and students is enhanced, and the relationship between teachers and students is harmonious. The initiative of teachers' classroom teaching activities has been improved. Teachers have influenced students with a high degree of professional theoretical exploration spirit, improved students' personality charm, gained more respect and love from students, and provided a good atmosphere for law classroom teaching.
Application of Situational Teaching Method in Law Teaching
Law is a highly applied subject. In classroom teaching, we should not only provide students with the necessary knowledge to understand legal practice, but also cultivate students' thinking ability to judge, evaluate and analyze legal events. In order to connect with students' reality, solve practical cases and cultivate students' practical skills, some problems should be paid attention to when using situational teaching method in law education.
1. Select a theme.
The focus of creating situational teaching method is to provide students with opportunities to construct and apply knowledge. In law classroom teaching, not all the contents need or are suitable for situational teaching. Due to the limitation of class hours and teaching content, teachers should make choices, and the content with strong practicality or skill can be taught by creating situations. There are many ways to create a legal situation: teachers can set it unilaterally, teachers and students can cooperate, and students can perform the plot unilaterally; You can play video clips or show pictures and materials. No matter which way is adopted, it should be noted that the design of the situation must be close to the students' life, the reality of social life and the teaching objectives. Starting from students' abilities and interests, combining with students' social life experience, naturally blending into the situation will be more infectious and enlightening, and it will be easier to arouse students' voices, produce mental shock and deepen their understanding of the legal spirit.
2. Insist on students' dominant position in creating situations.
The teacher's role is just a director, guiding students into the situation according to inertial thinking, and then pushing them out. Teachers should regard students as the main body of learning activities in teaching activities, and only when students really play their subjectivity can education be effective. Adhering to students' dominant position in situational teaching means emphasizing students' dominant position in the classroom from the aspects of topic selection, scheme planning, case design, classroom interaction performance and analysis, and learning achievement summary, which not only fully achieves the teaching purpose, but also cultivates students' organizational planning ability and team spirit.
3. Give play to the leading role of teachers. First of all, in the introduction.
The teacher's wonderful, interesting and enlightening guidance makes students clear the professional knowledge points that must be included in each situation, so that students can quickly enter the learning state and stimulate their learning motivation and interest. Secondly, in the process of classroom situational teaching, we should record students' performance and existing problems in time, control the development of creating situations not to deviate from the teaching purpose, encourage students to actively participate, answer questions in time, and guide students to think and discuss deeply. Finally, after the classroom situational performance, the teacher guides the students to summarize themselves, so that the students can turn the textbook knowledge into their own knowledge. Teachers should comment on students' performance, gains and losses in the process of situational teaching according to the curriculum requirements, and summarize and improve students' ability to solve practical problems and the application of professional knowledge and skills.
4. Situational feedback.
Consolidating and improving situational feedback mainly requires that after a situational teaching, students should not only summarize the class, but also write their own experiences and feelings for exchange and discussion. This can strengthen students' knowledge and understanding of legal provisions and establish a correct legal knowledge system; It can also deepen students' understanding of the spirit and value of the law, seriously understand the justice and fairness of the law, and establish a high sense of responsibility and trust in the law.
The demand for legal talents in modern society is diversified, and we have established a diversified training target system. Therefore, it is necessary to introduce practical teaching methods with legal vocational training as the core. Situational teaching creates a specific environment through typical materials, guides students to explore independently, stimulates students' learning enthusiasm, and improves students' knowledge regeneration ability and practical ability. Under the effective guidance of teachers, it will certainly meet the diversified needs of legal talents.
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