形成性评价与法学本科课程的改革——以《行政诉讼法学》课程为例  

Formative evaluation and the reformation of undergraduate courses of law——Take the course of Administrative Litigation Law as an example

作　　者：施立栋[1] Shi Lidong(Kenneth Wang School of Law,Soochow University,Suzhou 215006,Jiangsu,China)

机构地区：[1]苏州大学王健法学院,江苏苏州215006

出　　处：《安顺学院学报》2018年第5期65-69,共5页Journal of Anshun University

基　　金：司法部国家法治与法学理论研究课题"行政争议的中立评估机制研究"(项目编号:16SFB5010)

摘　　要：当前法学专业的本科教学普遍存在着授课内容单一、理论与实务脱节、师生参与不均衡等问题,成为制约卓越法律人才培养的重要因素。破解这些问题的着力点在于,改革过于陈旧的课程考核方式,引入形成性评价,对本科生的学业进行合理"增负"。对于《行政诉讼法学》课程而言,这要求在课程设计中涵盖基础知识、司法实务、学术研究等多元化的评价单元,并对学生的学习情况进行及时反馈与纠正。实践证明,将形成性评价方式应用于法学课程之中能充分调动学生的学习自主性与积极性,也得到了学生的欢迎与支持。Currently, there exist many problems in the undergraduate legal education such as the sin gleness of teaching content, disconnection between theory and practice, and unbalanced participation be tween teachers and students, which have become the key factor restricting the cultivation of excellent legal talents. The key to solve these problems is to reform the obsolete way of curriculum evaluation, introdu cing formative evaluation to evaluate the students~ learning. For the course of administrative litigation law, it requires the setting of a variety of evaluation units including basic knowledge, judicial practice and academic research in the course design, and the feedback and correction should be gave in time. It has been proved by practice that the application of formative evaluation to the course of law can effectively stimulate the students＇ autonomy and enthusiasm, and it has also been welcomed and supported by the students.

关 键 词：教育评价 形成性评价 教学反馈 法学教育 行政诉讼法学 

分 类 号：G640[文化科学—高等教育学]