法学专业地方特色社会调查课程实践改革探讨

法学专业在全国高校普遍设置,但法学实践教育仍然普遍滞后于我国高等教育发展的实际需求,尤其是在地理位置和政治资源不占优势的地方高校。本文探讨并尝试在高校法学专业实践教学中设置社会调查课程,提出若干改革思路和实践经验,帮助构建一个具有地方特色的法学实践教学体系,为地方高校探索一条法学高等教育的创新之路。     

高等师范院校法学专业法律实践课程设置研究

高等师范院校法学专业的发展,必须尽快设置法律实践课程,以适应我国法学教育改革和发展的需要。本文指出要想在今后的竞争中立于不败之地,就必须不断理清法学专业的办学思路,在法学课程设置中加大对法律实践课程的开设比例,从而培养更多拥有司法实务技能和刑事侦查方面的法律人才。     

民族院校法学专业教育的现状与教学改革初探

随着我国法学教育的不断发展,民族院校的法学专业学生就业问题越来越困难,本文对目前民族院校法学教育存在的问题入手,提出了民族院校的法学教育应参考国外发达国家的做法,改进教学内容、课程设置、教学方法和教学方式等方面提出了自己的思考.     

我国高校法学专业核心课程教材的政策、历史与研究综述

从历史角度看,我国高校法学专业核心课程教材的政策从"七五"时期以来一直是一致的,而且在政策支持下,我国高校法学专业核心课程教材的历史并不起于1999年,而是大致起于1993年的高等院校规划教材。关于高校法学专业核心课程教材的研究大致包括对其教材内容、教材实用性的研究、教材价值取向等方面的研究,我们期望,随着法律制度体系越来越完备,法治化程度越来越高,以及法学教育教学研究的深入,具有中国特色、水平先进、散发魅力的法学专业核心课程教材体系以及更多的法学精品教材出现在读者面前。     

独立学院法学专业实践教学体系创新研究

独立学院自创建以来,在法学实践教学上从沿袭母体学校模式到开始设想有了自己独特教学体系.目前许多独立学院及研究者对法学实践教学进行了一些有益的探索,但仍然存在着人才培养无特色、课程体系设置不科学、法律实践应用技能训练缺乏,教师队伍整体水平有待提高等问题.本文从转向应用型法学本科专业人才培养模式、创新法学教材选定和教学内容体系、完善教学方式方法、选聘法学专业教学师资等方面构建系统的实践教学体系,进行独立学院法学专业实践教学改革.     

关于成人法学高等教育教学模式改革之我见

法学成人教育是一种特殊的教育形式,也是我国高等法律教育的重要组成部分。但随着其不断发展,相关教育问题日渐显露。本文在分析了成人教育法学专业教学模式现存问题的基础上,提出包括课程设置、教学方法、考核形式以及师资队伍建设方面的一系列改革措施。     

法学本科实践教学之我见

实践教学对于培养法学专业学生的实践能力至关重要，由于法学实践教学在师资力量、教学设备、课程体系、教学方法、质量监控体系等方面存在着诸多的不足，导致我国法学本科实践教学存在不少问题。文章通过改革法学本科实践教学的课程设置、教学方法，建立双师型的实践教学团队，成立法学实践实训教学中心，完善实践教学的质量评估体系等措施，完善我国的法学本科实践教学。     

法学专业开设经济类课程刍议

<正> 我国从产品经济过渡到市场经济这一社会经济条件的深刻变化,已使法律等上层建筑的变革成为不可逆转之势。随之而来,为社会培养人才的法学专业(包括经济法专业、国际经济法专业、行政法专业等)亦不可能再墨守陈规。法学教育界目前正在探讨如何改革。以个人一孔之见,调整专业设置固然十分重要,但改革课程内容更应成为当务之急。法学专业的课程设置几十年一贯制已严重地妨碍着市场经济条件下法律人才的培养与造就,进行改革已显得十分必要与迫切。从现实需要出发,法学专业尤其应尽早开设必要的经济类课程。     

论医学法学专业培养模式中的若干问题——从医学法学专业人才的需方市场角度

“医学法学”作为一个新型专业方向,各高校在专业建设方面也呈现出多样化的特点。而从医学法学专业人才的需方市场角度进行分析,则对课程如何设置、学制如何、专业归属何处等问题都可以有一个较清晰的答案。     

论医学法学专业培养模式中的若干问题——从医学法学专业人才的需方市场角度

“医学法学”作为一个新型专业方向，各高校在专业建设方面电呈现出多样化的特点。而从医学法学专业人才的需方市场角度进行分析，则对课程如何设置、学制如何、专业归属何处等问题都可以有一个较清晰的答案。     

Teaching public law in a comparative paradigm: virtues and vices

Comparison in legal education matters. In its mission statement, the International Society of Public Law suggests that, “a full explication and understanding of today’s ‘constitutional’ [law] cannot take place in isolation from other branches of public law or in a context that is exclusively national”. Not only is comparative content of itself enlightening, but this paper argues comparison as a teaching method has at least four virtues. First, teaching in a comparative paradigm better prepares graduates for an interconnected and global legal marketplace. Second, it helps illuminate curriculum content. Third, it makes for good citizenry. And, fourth, it enhances the research/teaching nexus. In so doing, this paper explores the use of comparative law as a teaching methodology in core public law subjects rather than by way of additional curriculum content. As with all things, however, where there are virtues, there are also vices. In this context, such vices include questions of relevance and threats to space, time and coherence in legal education. To that end, the disadvantages of comparative approaches in teaching public law are also considered.     

The current state of medical school education in bioethics, health law, and health economics.

Current challenges in medical practice, research, and administration demand physicians who are familiar with bioethics, health law, and health economics. Curriculum directors at American Association of Medical Colleges-affiliated medical schools were sent confidential surveys requesting the number of required hours of the above subjects and the years in which they were taught, as well as instructor names. The number of relevant publications since 1990 for each named instructor was assessed by a PubMed search. In sum, teaching in all three subjects combined comprises less than two percent of the total hours in the American medical curriculum, and most instructors have not recently published articles in the fields they teach. This suggests that medical schools should reevaluate their curricula and instructors in bioethics, health law, and health economics.     

The importance of teaching dispute resolution in a twenty-first-century law school

Civil justice reviews over the past 20 years have encouraged the use of alternative dispute resolution (ADR) and particularly mediation. Mediation is arguably now becoming more mainstream in terms of dispute resolution process choice. In some instances law changes have been introduced requiring parties in dispute to consider using mediation; similarly, lawyers have an ethical responsibility to provide advice to their clients about the range of dispute resolution processes available. What is lacking however is a corresponding appreciation of the changing attitudes to the teaching of dispute resolution in the majority of UK law schools, where the promotion of adversarialism within the curriculum appears to remain the focus as the primary and only method of dispute resolution. The article argues that this is unreflective of current attitudes and thinking towards dispute resolution in most common law countries, where litigation is no longer necessarily the primary dispute resolution process of choice. Whilst there was token appreciation of the importance of mediation advocacy and its inclusion recommended within the Bar Practice Training Course (BPTC), the recent Legal Education and Training Review was silent on any suggestions about the inclusion of dispute resolution based curriculum content at any stage of legal education in England and Wales. The article will explore the historical development of lawyers’ attitudes to dispute resolution within the civil justice arena and academics’ teaching of curriculum associated with it in UK law schools. The article will pose questions on why recent legal history suggests that law schools should now perhaps take a more socio-legal approach to their curriculum content and embrace the teaching of dispute resolution as a defined subject area for the twenty-first-century law school.     

Legal education in the training of health professionals in Ghana: the need for legislative and curricular reforms

The present paper critically analyses the essence of legal education in the training of medical professionals in Ghana. It argues that health professionals lack the requisite knowledge in law, especially the legal implications of medical malpractice, and calls for legislative and curricular reforms in institutions engaged in the training of health professionals to reflect a legal education component. The authors opine that the basic medical law curriculum should be focused on the kinds of legal problems that physicians encounter most frequently in practice rather than on sensational cases. The authors are of the view that the curriculum should address the clarification of central concepts in law, the ability to apply the concepts, decision‐making procedures, acquisition of legal knowledge in tortuous and criminal matters relevant to the medical profession. This view sets objectives for teaching medical law to medical students and young doctors.     

试论《卫生法学》课程信息化教学改革的新思路

随着现代信息技术的发展,对卫生法学研究和实践的信息化成为改革的必然趋势。在《卫生法学》课程教学工作中,只有拟定科学的教学目标,规范卫生法学信息化的教学内容,采用现代化的教学方法和更合理的考评方式,才能培养出适应新形势下献身国防卫生事业的信息化管理和实践型医学人才。     

Lost in translation? Teaching law to non‐lawyers: Reviewing the evidence from social work

Abstract

This paper considers pedagogical questions surrounding the teaching of law to non‐lawyers. It draws on research into the teaching, learning and assessment of law in social work education. The research comprised a systematic review of international literature, a practice survey, focus groups with students and practice teachers, and two stakeholder conferences. The evidence suggests that law teaching in social work education is of particular interest in highlighting key dimensions of education practice that affect students’ learning. The paper provides some signposts towards research‐informed organisation of teaching, learning and assessment, and highlights important areas for further study.     

Rite of passage: The impact of teaching methods on first year law students

Abstract

SEVERAL RECENT articles suggest that the undergraduate law program harms students in many ways. What we do not know, however, is the cause of these harms. More specifically, we do not know the way in which law students are impacted by current teaching and methods. This is the first empirical research that looks at this specific question.

In 2005 I conducted doctoral research on recent law graduates about both their understanding of undergraduate law school teaching practices and more importantly, the impact of these practices on them personally. The result of the research confirms recent literature and provides new and important information about the extent to which teaching methods harm students.

Specifically, the research suggests that the two main teaching methods used in first year law school, the case method and the lecture method, are not entirely effective or efficient for student learning; the law school curriculum is based on an epistemology of objectivism that makes learning law difficult and the first year law school examinations impact students in several negative ways. This research suggests that the combination of first year teaching practices causes many students to feel isolated, disoriented, disengaged, and ultimately resigned to having no control. This article is a summary of my doctoral research.     

Preparing law graduates for a globalised world

In this article it is argued that law graduates need to be prepared for working in a global legal context. Whether working in global law firms or small, local non-global law firms, law graduates need to have the knowledge, skills and attributes that will better equip them to work within and across multiple, international legal jurisdictions. The purpose of the article is twofold: first, to report on and disseminate research on a collaborative project on internationalising the Australian law curriculum aimed at preparing law graduates for global legal practice, of which the authors were the lead researchers; and second, to discuss and demonstrate the practical application of the proposed curriculum framework to the teaching of Constitutional Law.     

FAMILY LAW EDUCATION REFORM PROJECT: A FACULTY PERSPECTIVE

The Family Law Education Reform Project Report calls for shifting the family law teaching paradigm from a focus on case‐based analysis toward a problem‐solving, interdisciplinary approach. This essay encourages law professors to take seriously this shifting teaching and learning paradigm. Aligning family law curriculum with the realities of practicing family law is a critical step in this process. This essay discusses the numerous intellectual challenges family law professors will face as they reflect on the proposed FLER Project curriculum.     

法律方法论课程设置及教学方法刍议

法律方法论作为方法性知识、经验性知识和技术性知识,是有效促进法律技能形成和提高的直接知识来源,法律方法论课程的设置有利于职业型和精英型法律人才的培养。法律方法论课程应单独开设并与法理学及部门法学课程的关系进行协调。根据我国当下法律方法论研究的进展和成果,可选取学界基本已达成共识的法律方法类型和体系作为法律方法论课程的教学内容。理论讲授法是法律方法论课程的基础教学方法,案例分析法是法律方法论课程的主导教学方法,实践体验法是法律方法论课程的补充教学方法。