智能时代法学本科教育:挑战、机遇及其调整方向  

Undergraduate Legal Education in the Intelligent Era:Challenges,Opportunities,and Adjustment Directions

作　　者：张健一[1] ZHANG Jianyi(Jiangsu Police Institute,Nanjing 210012,China)

机构地区：[1]江苏警官学院侦查系,江苏南京210012

出　　处：《宿州教育学院学报》2024年第2期28-33,59,共7页Journal of Suzhou Education Institute

基　　金：江苏省教育科学“十四五”规划课题“与智能时代司法实践相衔接的法学课程与教学内容体系探索”(D/2021/01/94);江苏警官学院科研项目“总体国家安全视域内积极刑法观研究”(2021SJYFZYB03)。

摘　　要：智能技术以隐性方式提高法律职业门槛、催生法律职业新类型,却无力支配裁量性法律职业行为。与此同时,其在倒逼法学教育内容更新、开拓实践教育新维度、实质化助推以学生为中心的教学改革等方面为法学教育变革提供了契机。有鉴于此,智能时代法学本科教育的人才培养目标的重心应当从知识传授转向能力塑造。在教学内容上根据课程性质作差异化设计,教学方式上推行参与式、互动式、体验式改革,教育质量评价应当以培养社会需要的职业法律人为导向。Intelligent technology implicitly raises the threshold for the legal profession and creates new types of legal profession,but is unable to control discretionary legal professional behavior.At the same time,it provides opportunities for the reform of legal education in terms of forcing the updating of legal education content,exploring new dimensions of practical education,and substantively promoting student-centered teaching reform.In view of this,the focus of talent cultivation in undergraduate education of law in the intelligent era should shift from imparting knowledge to shaping abilities.As part of its implementation,differentiated design should be made based on the nature of the curriculum in teaching content,participatory,interactive,and experiential reforms should be implemented in teaching methods,and education quality evaluation should be guided by cultivating professional legal professionals who meet social needs.

关 键 词：智能时代 本科法学教育 人才培养目标 

分 类 号：G642[文化科学—高等教育学] D90-4[文化科学—教育学]