高等院校跨学科协同教学模式研究——以《法律语言学》课程为例  

A Study on the Teaching Modes of Interdisciplinary Collaborative Teaching in Colleges and Universities-Taking Forensic linguistics as an Example

作　　者：何静秋[1] He Jingqiu

机构地区：[1]西北政法大学外国语学院

出　　处：《法学教育研究》2022年第1期237-253,共17页Legal Education Research

基　　金：2019年国家社会科学基金项目“基于语料库的法庭话语权力互动机制研究”(19XYY009)阶段性成果。

摘　　要：跨学科协同教学已成为国内外高等教育的一大热点和必然趋势。作为法学与语言学结合而成的新兴交叉学科,法律语言学具有开展跨学科协同教学的必要性和适切性。跨学科协同教学的具体模式包括隐性模式、接力模式、同堂模式和嘉宾模式,同时还必须发挥教学方法和配套保障的协同效应。跨学科协同教学模式的核心是“整合”和“互动”,一方面,突破学科界域,优化资源配置,使教师的学科知能、认知视域和研究兴趣实现异质化互动、碎片化整合和创新性运用;另一方面,强调教师之间、师生之间、生生之间的合作共建,让学生教学中完成目标知识和学习方法的体验、探究、习得与反思。Interdisciplinary collaborative teaching has become a hot topic and inevitable trend in the higher education abroad.Forensic linguistics is a new interdisciplinary subject combining law and linguistics,and it is necessary and appropriate to carry out interdisciplinary collaborative teaching in this course.The specific modes of interdisciplinary collaborative teaching include out⁃of⁃class mode,relay mode,co⁃presentation mode and guest mode.Besides,teaching methods and safeguard measures should be carefully considered to produce the synergistic effect.The core of the interdisciplinary collaborative teaching model is“integration”and“interaction”.On the one hand,it breaks down the discipline boundary,optimizes the allocation of resources,and promotes the heterogeneous interaction,integration and innovative application of teachers’different academic knowledge,cognitive perspectives and research interests.On the other hand,it emphasizes the cooperation and joint construction between teachers,between teachers and students,and between students and students,so that students can experience,explore,acquire and reflect on the target knowledge and learning methods.

关 键 词：跨学科协同教学 法律语言学 教学模式 教学方法 配套保障 

分 类 号：D90-4[政治法律—法学理论] G642[政治法律—法学]