个案全过程教学法的价值逻辑与机制完善  

Value Logic and Mechanism Perfection of the Case Whole Process Teaching Method

作　　者：陈和芳 CHEN He-fang(Chongqing College of Humanities and Science,Chongqing 401524,China)

机构地区：[1]重庆人文科技学院,重庆401524

出　　处：《黑龙江高教研究》2021年第4期148-152,共5页Heilongjiang Researches on Higher Education

基　　金：重庆市教育科学“十三五”规划2019年度规划课题“个案全过程教学法在法学实践教学中的应用研究”(编号:2019-GX-454);重庆市高等教育学会2019-2020年度高等教育科学研究课题“个案全过程教学法在法学实践教学中的应用研究”(编号:CQGJ19B90)的阶段性研究成果。

摘　　要：相对于传统案例教学法,个案全过程教学法具有跨部门法知识和多种法律技能的整体性训练、案例分析和跟踪的多元视角和个案全过程的具体处理环节的最大限度还原等价值。在个案全过程教学法的教学实践中,其价值作用未能有效实现,仍旧存在课程设置同普通法学选修课混同、整体性优势没有得到应有的重视、传统单一教师授课模式的限制等问题。因此,需要从贯穿于法学本科教学全过程的课程设置模式、以整体性训练为目标的个案选择模式和围绕个案设置教学内容的项目组教学模式等层面对个案全过程教学法的实现机制进行系统构建,以充分发挥个案全过程教学法促进法学专业学生职业能力全面发展的价值功能。Compared with the traditional case teaching method, the case whole process teaching method(CWPT)has the value of holistic training of cross department law knowledge and various legal skills, multiple perspectives of case analysis and tracking, and maximum restoration of specific processing links of the whole process of case. However, in the teaching practice of CWPT, its value has not been effectively realized. There are still some problems, such as the confusion of the curriculum with the general law elective course, the lack of due attention to the overall advantages, and the limitation of the traditional single teacher teaching mode, etc. Therefore, it is necessary to systematically construct the implementation mechanism of CWPT from the following aspects: curriculum setting mode throughout the whole process, case selection mode aimed at holistic training and project group teaching mode with teaching content set around case, so as to give full play to CWPT and promote the comprehensive development of the law students’ professional ability value function.

关 键 词：案例教学法 法学实践教学 个案全过程教学法 课程设置模式 

分 类 号：G642.4[文化科学—高等教育学]