法学课程表现为理沦性强、浯言规范、内容枯糙、抽象难以掌握等特点。所以,既要准确地将法学的最基本的原理、原则、规范传授给学员,又要激发学员学习法学课程的积极性,就有必要借助于“案例”来帮助学员理解、消化法律规范及适用等问题,进而做到运用法学理论来解决实际问题。为了增加教学效果,教学水平,本文就“案例”在教学中的应用谈些自己的看法。 一、“案例”在法学教学中的地位 1.通过“案例”分析,较好地处理了认识与实践、内因与外因的关系。 教师在教学中的主导作用是非常重要的。但是,无论教师的作用有多大,对学员的学习来说毕竟是外因,积极主动的“学”才是内因。教师的“教”只有通过学员的“学”才能起作用。例如在教学中,恰当地运用”案例”引导学员积极动脑,主动提出问题,肘其独立思考能力的提高,所学知识的巩固,是非常重要的。 2.通过“案例”,较好地处理了信息的输出与反馈的关系。 我们常常认为,教学过程是一个信息交流的过程。教学不仅需要输出信息,更需要信息的反馈。目前,许多部是采用“填鸭式”和教学方法,即从教师的主观愿望出发,把学员视为单纯接受知识的容器、不管学员听懂没听懂,理解没理解,只知向学员灌输知识,无视学员的主动性。在这种思想指导下,教师只是信息的传递 The law courses are characterized by strong degeneration, obscene norms, rough content and abstract absurdities. Therefore, it is necessary to help learners to understand and digest the legal norms and their application by means of “cases”, not only to accurately convey the most basic principles, norms and norms of law to students, but also to encourage students to learn the enthusiasm of law courses. Problems, and then use the theory of law to solve practical problems. In order to increase the teaching effect and teaching level, this article talks about the application of “case” in teaching. First, the “case” status in law teaching 1. Through the “case” analysis, better handle the relationship between knowledge and practice, internal and external causes. Teachers in teaching the leading role is very important. However, no matter how much the teacher’s role is, it is an external factor to the learner’s learning after all. The active “learning” is the internal cause. Teacher’s “teaching” can only work through the student’s “learning”. For example, in teaching, it is very important to properly use “cases” to guide students to actively brainstorming, take the initiative to ask questions, improve their ability to think independently, and consolidate what they have learned. 2. Through the “case”, the relationship between output and feedback of information is well handled. We often think that the teaching process is a process of information exchange. Teaching not only need to output information, but also the need for feedback. At present, many ministries adopt “cramming” and teaching methods, starting from the teachers’ subjective desire to regard the students as simply containers for receiving knowledge. Students do not understand or comprehend, but only impart knowledge to students , Ignoring the initiative of students. Under the guidance of this kind of thinking, the teacher is only the transmission of information