多数教师认为法理课属于纯理沦性学科,应用性不强,内容空洞、枯燥,授课难度大,教学效果不佳。笔者在一个学期的法理课教学实践中体会到巧妙的运用案例教学法,会起到事半功倍的教学效果。 一、案例教学法的内涵 案例教学法起源于美国,早在半个多世纪以前,美国各大学中已经应用于法学、商学的教学。随着它在实践中不断完善,几乎成为美国所有职业教育都采用的主要教学方法之一,充分显示了它的教学价值。 所谓案例教学法是以案例作为教材,让学生处于当事人的位置,在教师的引导下,运用掌握的理论知识,分析思考和讨论案例中的各种易难情节,逐步形成具有各自特点处理方案的教学。它能培养学生系统地掌握运用各种专业理论,提高综合分析与解决问题的能力,养成开拓进取的良好品质。美国学者舒尔曼将案案例教学法简要概括为“是教育学的方法与教学案例的联合应用”。 Most teachers think that law course belongs to the discipline of pure reduction, its application is not strong, its content is hollow, boring, it is difficult to teach, its teaching effect is not good. I learned in a semester of law teaching practice clever use of case teaching, will play a multiplier effect. First, the content of case teaching method The case teaching method originated in the United States, as early as half a century ago, the United States has been applied to various universities in law, business teaching. As it continues to improve in practice, it has become almost one of the main teaching methods adopted by all vocational education in the United States, which fully demonstrates its teaching value. The so-called case teaching method is based on the case as a teaching material, so that students in the position of the parties, under the guidance of the teacher, using the theoretical knowledge, analysis and discussion of various difficult scenarios in the case, and gradually formed with their own characteristics of the program teaching. It can train students to systematically master the use of a variety of professional theory, improve the ability of comprehensive analysis and problem solving, and develop a good quality of pioneering spirit. Schultz, the American scholar, briefly summarized the case teaching method as “the joint application of pedagogy methods and teaching cases.”