判例教学法应用初探——以法学本科教育为例  

Preliminary Study of Applying Case-Law Teaching——Case Study of Teaching Law Undergraduates

作　　者：肖鹏[1] 

机构地区：[1]广州医科大学,广东广州510182

出　　处：《广州广播电视大学学报》2017年第1期44-48,共5页Journal of Guangzhou Open University

基　　金：2015年广州医科大学广东省教学质量工程项目"法学人才培养模式创新实验区";广州市教育科学规划项目"医学院校人文社会科学实践教学体系的整合优化及评价研究"(项目编号:2013A088)

摘　　要：判例教学法是法学教育中独有的一种教学法,能有效弥补讲授法的不足,在培养学生法律职业能力方面其效果优于传统的案例教学法与法律诊所教学法,是目前公认的"培养学生法律职业技能的最好方式"。实施判例教学依次经过五个阶段:第一,教师收集精选判例、设置思考问题与作业阶段;第二,学生课余准备阶段;第三,学生课堂讨论与教师评析阶段;第四,学生法律文书书写阶段;第五,教师评讲阶段。判例教学也存在一些不足,与讲授法结合才能有效发挥其优势。Case-law teaching has been widely recognized as the best to develop law-related professional skills in that it is better than others like traditional lecture-style teaching,case teaching and legal clinic teaching.To implement the case-law teaching,there should undergo five phases respectively.In the first one,the teacher collects cases,and poses questions.In the second,the students get themselves ready.Then in the third one,the students discuss the cases,and the teacher analyzes and assesses their behaviors.After that,students work on the documents.Finally,the teacher reviews the learning.However,the case-law teaching is not a perfect one.Its advantages should be explored to the fullest when combined with the lecture-style teaching.

关 键 词：判例教学法 案例教学法 

分 类 号：G642[文化科学—高等教育学]