Economic law is a basic course of economic management major in higher vocational colleges, but there are some problems in the teaching process. Based on my own teaching experience, this paper analyzes the problems existing in the current teaching process of economic law, and puts forward corresponding reform ideas.
Economic law is a basic course for economic management majors, which is highly theoretical, practical and applied. Many higher vocational colleges have offered this course. Due to the close connection between economic law course and social reality, all higher vocational colleges attach great importance to the teaching of economic law. Based on my own teaching experience, this paper only talks about some views and suggestions on the teaching methods and contents of the course of Economic Law.
First, some problems in the teaching of economic law course
(A) many versions of teaching materials, teaching materials are diverse, not targeted.
There are many versions of economic law textbooks published at present, but all of them have such problems. Some textbooks are lists of economic laws and regulations, and there is no corresponding case support. Too theoretical, resulting in boring textbooks. Some textbooks are not targeted enough to meet the requirements of professional learning and vocational qualification research. At present, there is a gap between the contents of many economic law textbooks and the legal knowledge mastered in accounting and economic qualification examinations.
(2) The course is comprehensive, with many contents but few class hours.
Economic law is a comprehensive course with rich contents. However, many higher vocational colleges only offer one semester and four class hours a week. Therefore, teachers are under great pressure when making lesson plans, and it is difficult to choose course content.
(D) single teaching methods
Economic law is a very practical basic course, and the traditional teaching method that only depends on teachers' speaking and students' listening has not met the requirements of economic law teaching. At present, most teachers give lectures mainly on theory, and the teaching method of students' note-taking is not active in the classroom, and students' enthusiasm for learning is not high, which makes students have to memorize, unable to flexibly use what they have learned and lack the ability to solve practical problems with legal knowledge. At the same time, because most of the assessment methods are mainly closed-book exams, they pay attention to the assessment of memory content and ignore students' ability to use knowledge flexibly.
Second, some thoughts in the teaching of economic law course
(A) a reasonable choice of teaching materials
The economic law textbooks for economics and management in higher vocational colleges should be different from those for law majors. For students majoring in economic management, it is particularly important to really master some legal knowledge about economic life and use it flexibly. Therefore, when choosing teaching materials, we should pay attention to the practicality of teaching materials and not be too theoretical.
(2) Reasonable selection and arrangement of teaching content.
There are so many legal provisions involved in the course of Economic Law that it is impossible to introduce them clearly in the limited teaching hours. Therefore, teachers should choose targeted and focused content to teach. Economic law is a theoretical and practical course. In the teaching of theoretical knowledge, it is necessary to break the division of system and content among schools, aim at cultivating professional ability, and teach students to understand legal provisions, consult relevant legal provisions, correctly interpret legal provisions, and finally use legal provisions; In practice teaching, to enrich teaching cases, the selected cases should be the latest and in line with the forefront of economic development. By studying predecessors' theories, analyzing cases, integrating theory with practice, we can enhance students' comprehension and understanding of what they have learned, so that students can not only know the law and abide by it, but more importantly, cultivate their usage. In the choice of teaching content, we should pay attention to teaching students in accordance with their aptitude and choose teaching content according to the characteristics of students and majors. Taking the course of economic law in our college as an example, according to the training objectives of our department and department and referring to the teaching materials, the teaching team members selected and reconstructed the teaching content of economic law, which is mainly divided into the following modules: (1) Basic knowledge of economic law, focusing on the concept, causes, adjustment objects and economic law of economic law. (2) Market subject law, focusing on sole proprietorship, partnership and company law; (3) Market operation law, focusing on contract law, labor law, bankruptcy law, etc. (4) Market management law, focusing on consumer rights protection law and product quality law. Through the above contents, students can understand and master the conditions and procedures for the establishment of sole proprietorship enterprises, partnerships and companies, and have the ability to conclude contracts and resolve disputes according to law.
Third, reform the teaching mode and enrich the teaching methods.
Teaching method is one of the most important links in the whole teaching process and an important factor that determines the quality of education. In the process of teaching economic law, it is forbidden to adopt "indoctrination" teaching method, and teaching methods and means should be flexibly selected according to the knowledge characteristics of different modules.
(A) make full use of modern teaching methods to improve the quality of teaching.
Many economic laws are basic theories, basic rules and legal provisions, which are very boring. Therefore, teachers should make full use of modern teaching methods, such as buying teaching CDs, making teaching courseware, editing and reviewing legal programs such as Legal Report and Economics and Law, and making teaching materials. In addition, we can make full use of network resources, increase the amount of knowledge and information imparted in the classroom, and broaden students' horizons.
(B) make full use of case teaching method
Economic law is a practical course, and only explaining the legal provisions will make the course of economic law boring. Teachers can use cases as a teaching platform to guide students to discuss vivid cases closely related to real life, and through comprehensive analysis and summary of cases, guide students to truly understand the theoretical knowledge they have learned, thus improving students' ability to analyze and solve practical problems to some extent. There are two specific ways. First of all, teachers put forward cases related to the teaching content in class, let students think for themselves, then explain the relevant theoretical knowledge, and finally return to the previous cases and enter the interaction between teachers and students. Students discuss with each other, form opinions according to what they have learned, and the teacher summarizes and gives opinions. Another way is that the teacher teaches the knowledge points first, and then puts forward relevant cases, and the students discuss and analyze them, form opinions and give conclusions.
Fourth, improve teachers' own quality and strengthen their professional ability.
The teaching content of economic law is rich, which requires teachers to have a diversified knowledge structure. In addition to the relevant knowledge of economic law itself, they should also master accounting, finance, taxation and other knowledge. This requires that economic law teachers should consciously improve their own quality and actively participate in social practice in order to be competent in the course of economic law.
In short, economic law is a theoretical and practical course, and teachers should choose teaching materials according to the characteristics of majors and students. Select and design the teaching content according to the professional training objectives; Make full use of modern means and constantly enrich teaching means and methods; Constantly improve the professional ability of teachers, so as to do the course of economic law better.
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