The application of case teaching method in law teaching can make students integrate theory with practice and improve their ability to solve practical problems. Now is the paper of Shanghai University of Political Science and Law that I arranged for you. I hope it will help you.
Shanghai University of Political Science and Law: In order to effectively improve the level of law teaching and cultivate high-quality legal talents, this paper expounds the essential characteristics of case teaching method and its significance in law teaching, puts forward the requirements of case teaching method for teachers and students, and discusses the specific application of case teaching method in law teaching from three aspects: case selection, case teaching and concrete practice methods.
Keywords: case teaching method; Case teaching method; Legal practice
With the increasing number of talents in higher education in China, the requirements for college students' education are getting higher and higher. As an advanced teaching method, case teaching has the advantages of targeted research and discussion, effectively improving college students' theoretical application ability and professional quality, which will inevitably promote the process of education and teaching reform and provide a certain direction for the reform, which is of great significance.
First, the essential characteristics of case teaching method
(A) ability-oriented, focusing on inquiry
In teaching, case teaching method is adopted to improve students' ability of independent thinking and analysis. Therefore, teachers need to cultivate students' habit of analyzing and solving practical problems independently. In order to achieve this goal, teachers should not only adopt a student-centered practice mode in class, but also leave enough time for students to think. In the process of learning, students will consciously form learning pressure through case discussion, and then explore problems, complete the whole process of independent learning and independent analysis, and then effectively improve students' thinking, expression, analysis and inquiry ability.
(2) Teachers and students interact and learn from each other.
Case teaching method is a new teaching mode, which breaks away from the traditional teaching mode and changes the single teaching method, so that students can really participate in teaching in class. In this teaching environment, the interaction between students and teachers is more frequent, which creates a harmonious atmosphere of "equality between teachers and students" and greatly improves students' learning enthusiasm. At the same time, the role of teachers has also changed from "guide" to "guide", which can correct and supplement the shortcomings of students' learning process and finally realize teaching and learning.
(C) light results, heavy process, the combination of theory and practice
Case teaching method can expose students to various practical situations that may be encountered in the legal profession. Case teaching method can enrich the content of classroom teaching and guide students to explore the possibilities of complex problems, instead of letting students pursue a single "standard answer". The case teaching method focuses on the process, not the result. Using case teaching method, students can analyze and think about problems in cases, and then master multi-angle thinking methods and abilities. At the same time, cases come from practice, which will also help students summarize the methods to solve problems and apply them to practice to solve practical problems. Case teaching method is different from the traditional teaching method which only attaches importance to theoretical teaching, and it can improve students' practical ability. Therefore, the application of case teaching method in law teaching can make students integrate theory with practice and improve their ability to solve practical problems.
Second, the significance of case teaching method in law teaching
(A) to promote the combination of theory and practice
Law is a very practical subject. Only by applying abstract theoretical knowledge to a case, the relevant theories of law will not appear empty. Only when the theoretical knowledge learned is used to solve the case problems in real life can the legal theory have more practical application value.
(two) to help students understand and master the knowledge of legal theory.
Theoretical knowledge needs to be combined with practice, and through continuous inspection and analysis, theoretical knowledge can be guaranteed to play a greater role in the process of practical application. According to the basic content of legal theory, it is a reflection that legal theory can be applied to real life to refine and analyze real, typical and difficult cases. Through the further analysis of actual cases, we can speed up the understanding and mastery of legal theoretical knowledge.
(C) to promote the improvement of students' professional skills
Repeated application of legal theoretical knowledge can make students have a more complete sense of legal operation and application. Learning theoretical knowledge step by step will greatly limit the scope of students' thinking. Only through repeated practice can students know how to use legal theory to solve different case problems and have the ability to think and solve problems independently. Therefore, carrying out the necessary case teaching course can enable students to improve their learning ability through the practical application of legal theoretical knowledge.
(D) enrich students' classroom teaching content
In the four-year undergraduate study stage, students should not only master the basic legal knowledge and legal content, but also have more in-depth professional study, including how to use legal knowledge to solve practical cases and so on. In order to avoid the emptiness of college students' theoretical courses and make them gain more knowledge and experience in the analysis of actual cases, it is necessary to adopt case teaching method in time. Case teaching method is to apply legal knowledge to actual civil cases, so that theoretical knowledge can successfully solve practical problems and build a learning system suitable for their own needs.
Third, the requirements of case teaching method
Requirements for teachers
Case teaching method will inevitably involve many factors, so it has high requirements for teachers. At the same time, in order to successfully implement the case teaching mode and ensure the effect of case teaching method, the teaching level of teachers is very important. Case teaching method has broken through the limitation of indoctrination teaching mode. Teachers should pay attention to cultivating students' ability and make themselves "organizational guides" in teaching. An excellent case teaching teacher must have extensive knowledge and strong classroom control ability in order to complete a series of clear tasks in teaching, such as dividing topics, selecting cases, assigning tasks, asking questions at different levels, inspiring thinking, summing up and so on. Therefore, teachers should generally implement the case teaching method according to the following two requirements.
1. Teachers who teach law courses should have clear plans when carrying out case teaching activities. Teachers need to sort out the total class hours, refer to the syllabus, and choose key topics in the courses offered this semester. Then, based on the key topics, find relevant topics to ensure that the case can cover the topic knowledge points. The form of the case is not limited, whether it is written materials or audio-visual materials. When choosing a case, we should not only choose relevant materials, but also ensure that the case meets three requirements, that is, the case is targeted, typical and arduous. After determining the case, hand it over to the students before class, let the students preview according to the selected cases and materials, and ask each student to write a case analysis report (or write his own opinion on a certain aspect of the topic), so as to ensure the effectiveness of case teaching.
2. Teachers who teach law courses should take cases as an extension of theoretical knowledge so that students can gain something through research and analysis. In class, teachers should play a guiding role, divide the students into several groups and choose the group leader. After students preview the analysis cases, ask each group representative to report and speak, and show the results or conclusions of their own group. After summing up the theoretical knowledge background, teachers ask questions about students' achievements or conclusions, so that every student can participate in the discussion, and teachers express frontier views on related issues.
(2) Requirements for students
The ultimate goal of implementing case teaching is to let students participate in law study. Therefore, the implementation of case teaching method will also put forward corresponding requirements for students.
1. Students should be prepared before class. After receiving the teacher's case materials, the students read the materials first and then read them again. In this process, students should deepen their understanding of the materials, record doubts and conduct in-depth exploration and thinking. After the preview is completed, the results formed in the process of reading relevant materials will be displayed in the classroom and discussed with teachers and classmates, thus completing the absorption and deepening of the theory.
Students should be active in class. In class, students should seize the opportunity given by the teacher to speak. At the same time, according to their own interests, under the strict performance evaluation system standards, pay attention to their classroom performance. Generally speaking, classroom performance is one of the main evaluation criteria of students' performance, accounting for 50% of classroom performance and 50% of test scores. According to the evaluation criteria, students should actively express their opinions in the process of exchanging opinions in order to increase their self-confidence.
Fourthly, the application of case teaching method in law teaching.
Case selection
The choice of cases should be diverse and complicated. In the case teaching of law, the choice of cases should be more diversified, and teachers should not just take cases as a supplement to book knowledge. Simple and short cases are often not practical, while complex cases are more conducive to training students' analytical and logical abilities. If students are exposed to simple cases for a long time, they will often feel at a loss when they step into the society and face the complicated and changeable reality.
(B) Case teaching
Case teaching should focus on students' discussion, supplemented by teachers' inspiration. In teaching, the teacher's role is counseling. On the basis of relatively complete basic legal knowledge, college students have relatively strong logical ability. Therefore, teachers should give students the initiative to learn, create a free discussion environment for students to get inspiration and thinking in these discussions, and at the same time, teachers should ensure that the content of the discussion does not deviate from the original theme. This teaching method, which focuses on discussion and is supplemented by inspiration, is more conducive to the improvement of students' professional quality. The class discussion steps can be distilled into the following four points.
1. Clear rules. Conduct case studies in groups. Different groups assign different cases, and the discussion is arranged in a reasonable order. After each group expresses their opinions, they should reserve some time to discuss and think with each other.
2. Make comments. After each group discussion, a representative will summarize the group's views and form an analysis report. The viewpoint of the analysis report should be clear and the language should be concise. Other members should carefully record in this process and put forward relevant opinions on the report.
3. Start the discussion. As a "director", teachers should control the classroom environment, guide and instruct students to speak, and avoid theme deviation or silence.
4. Case reflection. Teachers summarize and analyze the research reports of each group through case studies and discussions, and organize students to expand their thinking. For example, according to cases, list similar cases and similar cases to help students think in many ways and find out the main characteristics, controversial focus and solutions of case types.
(3) Specific practice methods
1. Students explain and teachers evaluate. For the theoretical content, students can explain and teachers can evaluate. At the beginning of the class, the teacher will list the topics taught this semester and divide the students into several groups. The teacher first teaches a topic as a demonstration and lists the main points or requirements of each topic for the students. For example, the topic of the principle of tort liability, the different views of scholars, domestic and foreign legislative cases, and the future development trend. Finally, the controversial contents are summarized for students to think after class. Teachers need to grasp the demonstration process of the first class, so that students can make clear the main points and key points in the topic. Meanwhile, students are encouraged to ask questions. After the lecture, the students talk about their own views according to the topic and discuss it together. Starting from the second class, members of each group take turns to play the leading role. Students in the group divide their work in advance, explain them in order, and the teacher will comment after the end. If the topic is complicated, the leading students can provide thinking paths for discussion. Students who don't understand can ask the students questions directly, and the teacher can supplement them. It is also an effective teaching method for students to make reports. Teachers choose or design questions, students search materials as required, complete reports independently and answer students' questions. In this process, students are the implementers of the whole activity.
2. Students solve problems independently. After learning the theory, students must try to solve specific legal problems. Especially for some practical legal theories, such as contract law. Pre-theoretical teaching, case selection, induction of controversial points, division of labor among members and other preparatory work are sufficient, and class discussion can achieve the predetermined goal. In class discussion, the first part is devoted to teaching basic theoretical knowledge, and the content of the topics to be taught should be logical and targeted. The second part organizes students to discuss typical cases, encourages students to elaborate different viewpoints, and mobilizes the enthusiasm of students to speak. In addition, teachers should observe students' discussions, so as to better understand students' problems, correct them in time, and adjust the teaching content to make it more targeted. The third part is the teacher's summary. Comment on the students' opinions and put forward your own. The answer in this case is not unique. The key is to be justified. Before class is over, we should inform the main content of the next class in advance and arrange a case for students to preview. These questions should be answered in the next class. These cases should represent the current development direction and controversial points in this field, and students can't simply get the answer. This will encourage students to look for relevant information carefully so that they can listen to the lecture in the next class.
Verb (abbreviation of verb) conclusion
Postgraduate education is an important part of higher education in China. Cultivating high-quality graduate students is of great practical significance for national construction and economic development. This paper mainly studies the teaching reform of law graduate students and discusses the relevant contents of case teaching method in order to provide some suggestions and references for relevant educators.
References:
[1] Qiu Chen. On the relationship between educational innovation and scientific research literacy of college teachers [J]. Modern Vocational Education, 2015 (13):18-19.
[2] Li Jie, Luo Hong, Yang Jinhua. Path analysis of cultivating scientific research literacy and improving college students' employability [J]. Journal of Dalian University, 2013 (2):142-145.
[3] Shen Xueyan. Scientific Research Literacy and Humanistic Literacy of Medical Postgraduates —— Interview with Professor Peng Yuwen from School of Basic Medicine, Fudan University [J]. Postgraduates in China, 2012 (11): 7-8.
;