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Secondary Vocational Schools, Basic Knowledge Of Law Case Teaching Research

Posted on:2006-05-07Degree:MasterType:Thesis
Country:ChinaCandidate:D Y DouFull Text:PDF
GTID:2207360182499760Subject:Subject teaching
Abstract/Summary:PDF Full Text Request
The curriculum of law in secondary vocational schools, as the course of the thinking and politics, is quite different from the curriculum of legal major in colleges or secondary vocational schools. Although the case methodology in Chinese education have become maturity, it is necessary to make a systematic research on the case methodology for the curriculum of law in secondary vocational schools. The paper, based on the Situated Teaching, Verbal Teaching and Paradigmatic Teaching theory, details the theoretical foundations of case methodology of elements of law in secondary vocational schools. Furthermore, this paper then gives an exhaustive analysis about this topic through the first-hand investigation and summarizes six problems—the relative plain understanding of this method, the abuse of this case method, the improper using with this method on the curriculum's points, the cases used unsuitable to the students' knowledge and the educational purpose, the simple cases which could not lead the students to independently analyze and study, the insufficiency of conducting the students to participate in the class's discussion.According to the two semesters' teaching practice and understanding combing with the theory on case methods of teaching, four reforming measures are raised. First, we must properly make sure the cases of the curriculum which we use in the method of teaching. In order to complete the teaching course within guided time, it is necessary to make sure the points of the curriculum properly according to the syllabus in the round. And it is also inevitable to integrate the various departmental laws to develop teaching for special topics and to use a fair amount of cases whose situation is relative to more departmental laws to complete the teaching course of various departmental laws so that the case methodology will be much more taken advantage of. Second, proper teaching cases should be chosen and composed. According to the students' character, short of direct and indirect practical experiences, and lacking knowledge about more legal science and having a fair amount of major knowledge, case could be used as an example to expound the principles and demands for choosing and composing the cases. Third, students must be led to independently analyze and study the cases before the class. In order to lead the students'constructive learning, the homework and reference books are listed for the students to read, analyze, and research. An effective standard of learning and studying cases before class has been brought forth. Fourth, the class's discussion of case teaching should be organized efficiently. Three steps of case methodology are put forward, namely, preparing, case discussing, conducting the students to obtain the conclusion, and accordingly the manners and skill for the three steps are also raised.
Keywords/Search Tags:secondary vocational school, the curriculum of law, the case methodology, theoretical foundations
PDF Full Text Request
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