本文選題：法學(xué)教育 + 模擬法庭�。� 參考：《首都師范大學(xué)》2011年碩士論文

【摘要】：法學(xué)教育是一門以發(fā)展法學(xué)學(xué)科和為社會培養(yǎng)專業(yè)水平法律人才為目的的具有鮮明的操作性和實(shí)踐性特征的獨(dú)特的學(xué)科教育,它既是一種養(yǎng)成教育,同時又是一種專業(yè)教育。教學(xué)既要符合人才培養(yǎng)的一般教育教學(xué)規(guī)律,又要滿足法律職業(yè)對其他學(xué)科共同進(jìn)行復(fù)合與交叉人才培養(yǎng)的要求。然而,我國目前的法學(xué)教育在人才培養(yǎng)方面卻存在重視理論知識的講授,忽視實(shí)踐能力培養(yǎng)的現(xiàn)象。教學(xué)方法在種類上比較單一,多以講授法為主,容易造成學(xué)生被動地學(xué)習(xí),很難實(shí)現(xiàn)知識的主動建構(gòu)。在此情形下培養(yǎng)的法律人才很難實(shí)現(xiàn)復(fù)合型人才的培養(yǎng)目標(biāo)。模擬法庭教學(xué)方法作為一種注重實(shí)踐能力的訓(xùn)練和培養(yǎng)的教學(xué)活動,在國外的教學(xué)過程中取得了顯著的教學(xué)效果,培養(yǎng)出了一批又一批符合社會需要的法律人才。在教學(xué)過程中,模擬法庭教學(xué)方法不僅是作為學(xué)生進(jìn)行實(shí)踐學(xué)習(xí)的有效環(huán)節(jié),同時也是教師進(jìn)行實(shí)踐教學(xué)中一項(xiàng)重要的教學(xué)活動,屬于典型的“教”與“學(xué)”活動的有機(jī)結(jié)合。因此,模擬法庭教學(xué)方法在我國高等院校法學(xué)教育的過程中被引進(jìn)和推廣也是一種必然的選擇。在模擬法庭教學(xué)方法取得一定成效的同時也存在了一些問題,諸如教學(xué)設(shè)施陳舊、案源渠道狹窄、質(zhì)量不高、指導(dǎo)教師水平參差不齊、教師與學(xué)生數(shù)量上不成比例、表演色彩濃厚、課時安排有限、模擬次數(shù)無法保障等。如何解決上述問題,更好地發(fā)揮模擬法庭教學(xué)方法在法學(xué)教育中的優(yōu)勢地位等問題已經(jīng)越來越嚴(yán)峻地?cái)[在我們面前。 本文第一部分是對模擬法庭教學(xué)方法理論的概述,通過從模擬法庭教學(xué)方法的概念和特征、理論基礎(chǔ)、教學(xué)理念四個方面,闡述模擬法庭教學(xué)方法存在的理論依據(jù)及價(jià)值。其中,關(guān)于理論基礎(chǔ)部分,筆者從本體論、認(rèn)識論、價(jià)值論的維度分別對實(shí)踐觀、知識觀、教學(xué)觀進(jìn)行分析和闡述；關(guān)于教學(xué)價(jià)值部分,筆者分別從實(shí)踐價(jià)值和理論價(jià)值兩個方面展開研究；關(guān)于教學(xué)理念部分,本文圍繞知識觀、學(xué)習(xí)觀、學(xué)生觀、教師觀四個方面進(jìn)行探究。第二部分,通過模擬法庭教學(xué)方法與案例教學(xué)法、討論式教學(xué)法與診所式教學(xué)法的分析比較,指出模擬法庭教學(xué)方法的價(jià)值所在。第三部分,介紹模擬法庭教學(xué)方法的教學(xué)過程,筆者根據(jù)赫爾巴特經(jīng)典的“五段教學(xué)法”的階段劃分,結(jié)合模擬法庭教學(xué)方法自身的特點(diǎn),總結(jié)出模擬法庭教學(xué)方法的教學(xué)過程：按照預(yù)備(激發(fā)興趣)——提示(感知案例)——聯(lián)想(理解分析案例)——應(yīng)用(模擬審判)——總結(jié)(總結(jié)評估)五個環(huán)節(jié)實(shí)施模擬教學(xué)。第四部分,對模擬法庭教學(xué)方法運(yùn)用中應(yīng)當(dāng)注意的問題進(jìn)行分析。首先指出模擬法庭教學(xué)方法在法學(xué)各學(xué)科中的具體運(yùn)用,根據(jù)不同學(xué)科的特點(diǎn)和性質(zhì)結(jié)合模擬法庭教學(xué)目標(biāo)的不同,有針對性地選擇適合的案例；其次對模擬法庭教學(xué)方法的四個常用的評估標(biāo)準(zhǔn),即準(zhǔn)備是否充分、組織是否縝密、程序是否合法、技巧是否得當(dāng)四個方面進(jìn)行簡單的闡述,通過對模擬法庭教學(xué)方法的評估和總結(jié)更好地實(shí)現(xiàn)了模擬法庭教學(xué)方法的教學(xué)效果。最后就實(shí)踐教學(xué)的合理運(yùn)用和發(fā)展提出一些建議和相應(yīng)的策略,從多個角度積極追求實(shí)踐教學(xué)的最佳教學(xué)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.

【學(xué)位授予單位】：首都師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：D90-4

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