大学生独立探知型《法律基础》课翻转课堂特点及其课程设计  

The Characteristics and Curriculun Design for the Flipped Class Legal Basics of College Students Independent Exploration Model

作　　者：张懿[1] 袁铭[1] ZHANG Yi1, YUAN Ming2(Nantong Shipping Vocational Technical College, Nantong 22601)

机构地区：[1]南通航运职业技术学院,江苏南通226010

出　　处：《成都航空职业技术学院学报》2018年第1期16-18,84,共4页Journal of Chengdu Aeronautic Polytechnic

基　　金：2015年度江苏省教育科学"十二五"规划课题"大学生主动探知型<法律基础>课翻转课堂研究"(编号:D/2015/03/059)系列成果之一

摘　　要：大学生独立探知型《法律基础》课翻转课堂特点及其课程设计既有一定的理论意义也有一定的现实意义。《法律基础》课翻转课堂设计要遵守运用对比归纳思维、培养学生信仰与学生自主探知三个原则,教师课前要精选两个引领案例,布置学生充分理解预习,课中引导学生自主探寻法律规范的行为、结果、因果关系和主观状况四大构成要素,最后辅助学生自主推理出法律规范的内涵。The characteristics and curriculum design for the flipped class Legal Basics of college students independent exploration model have both theoretical and practical significance. The design for the flipped class Legal Basics is required to abide three princi- ples by using comparative inductive thinking, cultivating students＇ beliefs and students＇ self-exploration. Teachers are expected to se- lect two leading cases, help students fully understand what they are previewing, guide students to independently explore the four constituent elements of behaviors, results, cause-result relationship, and subjective conditions, and finally assist students to reason out the connotation of the legal norms.

关 键 词：大学生 独立探知型 《法律基础》 翻转课堂 课程设计 

分 类 号：G640[文化科学—高等教育学]