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作 者:杨德桥[1] YANG Deqiao(Juris Master Educating Center, Inner Mongolia University of Science and Technology, Baotou 014010,Inner Mongolia, China)
机构地区:[1]内蒙古科技大学法律硕士教育中心,内蒙古包头014010
出 处:《研究生教育研究》2022年第1期46-53,71,共9页Journal of Graduate Education
基 金:内蒙古自治区研究生教育教学改革研究与实践项目:“基于职业能力培养的法律硕士教育模式改革研究”(YJG20181012710)。
摘 要:职业能力是法律硕士人才培养的基本目标。由于过度强调职业能力中的技能要素,在法律硕士教育实践中,出现了将职业能力简单地等同于实务技能,将职业能力与理论学习相对立,将职业能力等同于高度成熟的职业能力的错误倾向。培养目标的误读对法律硕士教育产生了多方面的危害。基于CBE理论的分析框架,法律职业能力可以解析为法律态度、法律知识、法律技能和法律经验等四个维度的能力要素。法学院的客观条件与法律硕士四种职业能力要素的匹配度,呈现出依次递减的规律性,法学院应当将培养重点放在与其现实条件匹配度较高的能力要素上。应当从适度降低人才培养目标,精简归并法律技能型课程,采取与课程性质相适应的多元化教学方法等方面入手,优化法律硕士教育,提升教育效能。To enhance the professional ability is the basic goal of the juris master education,yet unfortunately,the professional ability is directly equated to practical skills in practice due to the excessive emphasis on the skill elements in professional ability,resulting in the opposition between professional ability and theoretical study.In following,a wrong tendency appears to equal professional ability to highly matured professional ability.The misreading of the training objectives has caused harm to the juris master education in many aspects.According to the annalistic framework of CBE theory,the legal professional ability can be divided into four dimensions:legal attitude,legal knowledge,legal skills and legal experience.The matching degrees between the objective conditions at law schools and the four professional ability elements of juris master show a gradual decreasing regularity.Based on the study,the author suggests that a law school should focus its training on the ability element with higher matching degree with practical conditions,rationally lower the training objective,streamline and incorporate the law skill-based courses,adopt diversified teaching methods that are suitable for the course,optimize juris master education,and enhance the educational effectiveness.
关 键 词:法学院 法律硕士 职业能力 CBE理论 法律技能
分 类 号:G643[文化科学—高等教育学]
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