Experimental Report on "Law Clinic Education in Multimedia Situation"
Abstract: Based on the experiment, this paper explores the significance and methods of using computer multimedia means to conduct legal clinic education, and points out the shortcomings of law students in thinking and ability training in China, and proposes corresponding solutions. In particular, it points out that the legal major students' "serious lack of literature retrieval ability" is the key to the lack of legal practice ability. It has certain reference significance for the reform of legal education. Key words: legal clinic education experiment report
In the first semester of the 2002-2003 school year, I combined the “INTEL Future Education Project” and the “Legal Clinic Education” model during the mid-term “Legal Science” of the legal profession of Haihua Branch of Liaoning Normal University. The theme of "Interrelationship" was carried out, and a "legal clinic education under the multimedia scene" experiment was carried out. The experimental process and related experience report are as follows. Please criticize and correct.
First, the experimental preparation stage:
First, the presiding teacher develops the unit plan and the project unit plan implementation table. The teacher presides to simulate the “student” and “teacher” to produce multimedia presentations, conduct empathy, and experience the student's mentality;
Then, a classroom survey was conducted in mid-October. Survey results: 1. Among the 199 students, about 80% of them frequently go online. Only two people who know how to operate PowerPoint software, one of them is transferred from computer science to law. 2. Know that the operation of Excel software is zero. According to this "diagnosis", the teacher immediately and simply demonstrates how to use the PowerPoint software and Excel software, and asks students to learn by themselves as soon as possible after class.
Second, the experimental implementation process:
From November 2nd to 3rd, use the multimedia presentation "Question Guide" to see the layout topic. Students are grouped and each group is three to four people.
From November 3 to November 8, students begin to select topics and conduct literature searches.
On November 8th, in the computer classroom of Haihua Branch, the teacher conducted a “Internet Document Search Experiment Demonstration”, setting the search subject as “freedom right”, requiring the use of Google search engine for literature search, and one computer for each student and teacher. Simultaneously conduct online literature search, and use “the literature searched by the students and the documents searched by the teachers to be consistent” as the criteria for the student's search results. Experimental results: Among the more than 80 students in a class, the number of qualified students is zero! The reason is that the keyword typed by the teacher is “freedom” and the keywords typed by the student are “freedom” or “freedom”. According to this "diagnosis", the teacher immediately conducts targeted teaching, pointing out that the root cause of all failures is "keyword determination error" and teaches how to think about keywords and how to conduct advanced search.
From November 3 to the end of November, students produce multimedia presentations and communicate with each other and evaluate each other. Teachers use the after-school time to carry out specific “symptomatic teaching after diagnosis” according to the requirements of the students. For example, the title of a group is “Can parents track children?” Students simply pile up cases, diagrams, and related regulations as materials, and there is no logical relationship between conclusions and material as arguments. The teacher immediately “prescribes the right medicine”, “What is the legal logic relationship between legal issues and legal conclusions?” The students are given specific explanations and guidance, so that students can intuitively get the ideas and knowledge they need, and understand how to choose. The material and the logical connection between the arguments and the arguments have achieved the teaching effect of training legal thinking methods.
Third, the experimental summary stage:
From December 1st to December 5th, the group exchanged multimedia presentations and used the evaluation gauges to perform preliminary assessments.
From December 8th to 9th, students will give presentations on multimedia presentations, and some of them will be commented by teachers, pointing out problems and teaching methods to solve problems.
Finally, the teacher scores part of the student's speech, plus the student's mutual evaluation results to determine the final score of the group.
IV. Problems and Solutions Found in the Commentary Stage Through comments, it is found that among the first-year freshmen of the university law profession, there are the following common problems:
First of all, there is a lack of basic understanding and understanding of social phenomena and social relations, and it is even more difficult to find valuable problems from complicated social phenomena. For example, most of the students simply design their own subjects according to the specific topics listed in the teacher's "Guide to the Subject", and will not find examples of the value of jurisprudence from vivid and concrete social reality. The fundamental way to solve this problem is the reform of the secondary education system and educational methods.
Secondly, social science knowledge is relatively poor, and the ability to think and analyze problems autonomously is poor. Most people can only passively repeat teaching materials and simply copy other people's opinions, lacking the spirit of self-criticism. The reason is because students have long been in the bad education mode of parents and small education in China. The solution is to strengthen practical teaching, read the bibliography related to the curriculum, broaden the horizon of knowledge, strengthen the inculcation and education of the critical reality spirit, and solve the further intensification of students' knowledge poverty.
Third, simply stacking materials will not comprehensively analyze and apply the searched materials, and mine the research value of the materials and draw reasonable conclusions. For example, many students use the materials and forms related to the topic in the presentations of the teachers in the presentation, but they cannot analyze the data in the form and draw conclusions. The solution is to strengthen methodological education, train thinking, and enable students to master correct and scientific ways of thinking.
Fourth, only deductive will not be inductive, and the ability to reverse thinking is insufficient. For example, some students in the courseware will only passively organize the courseware according to the traditional "definition-feature-law-law-case-conclusion" model. This is caused by the traditional way of instilling education. The solution is to strengthen social practice teaching activities, vigorously carry out clinic-style teaching activities, teach students to use the knowledge they have learned to discover social phenomena and problems, and then analyze the content of the textbooks to analyze themselves. The conclusions, while correcting their own misunderstanding of knowledge and principles.
Fifth, I only see text, rare pictures, forms and other means of expression. The reason is that the lack of visual thinking ability and the serious lack of retrieval ability are also the key reasons for this problem. The solution is to strengthen the heuristic teaching method and introduce modern Western teaching concepts, such as interpretive and case-based teaching, organizing reading clubs and literary salons, and other brainstorming activities.
Finally, the phenomenon of digression has occurred from time to time, and the courseware demonstrated is far from the question asked by the teacher. For example, in the Guide to the Question, the teacher asked the students to explore the interrelationship of rights and obligations in the jurisprudential sense with the title “If the right to inheritance was lost”. As a result, almost all the groups with this topic are in their presentations. It has gathered legal provisions on how to abandon inheritance rights and how to abandon civil legal knowledge such as notarization of inheritance rights, so that the subject of jurisprudence is misunderstood as a subject of inheritance law. The main reason for this phenomenon is that students learn from the basics and the concentration of attention is not concentrated. In this regard, they can only rely on correct learning attitude, diligent study and certain classroom discipline requirements to solve.
Fifth, my experience:
In this experiment, except for the “classroom survey”, “question guide”, “network literature search experiment demonstration” and “multimedia presentation presentation”, I spent the rest of my work in the spare time. At the same time, it has also completed all the teaching contents required by the syllabus of jurisprudence, and achieved certain teaching effects. More importantly, it has "diagnosed" some "lesions" in the study of professional courses for freshmen of law majors, which is convenient for the future. Improve teaching in teaching. At the same time, I personally have the following teaching experience:
The greatest advantage of this teaching method is that it can directly cultivate students' comprehensive abilities and abilities, especially the following abilities: 1. Ability to find and discover problems; 2. Literature search and comprehensive application ability; 3. Active analysis and understanding The ability to solve problems and problems; 4, the ability of teamwork; 5, computer operation and utilization ability; 6, self-learning ability after school. It is entirely feasible to use this teaching method as the basis for the mid-term examination of students and to assess the usual results.
Investigate the students in advance, and conduct feedback surveys afterwards.
The ability to develop student literature searches is critical. The primary problem of the lack of "hands-on" ability of law students in China is that they will not find and search for relevant laws and regulations when encountering cases. In this experiment, the teacher conducted the "Internet Document Search Experiment Demonstration" is a creative new teaching method. It is of great value to the law students, and can be used as a training tool to strengthen students' ability to practice and to strengthen the mind between theory and practice. A teaching tool for bridging.
The attention of the students should always be firmly concentrated between the subject questions and the conclusions of the subjects to prevent the transfer of students' attention and interest in the classroom.
VI. Attached files of this report:
1. Project unit plan 7. Project unit plan implementation table
2. Project Guide 8. Computer Usage Rules
3, the student group list 9, evaluation gauge
4, students experience articles
5, students multimedia presentations a total of 47 groups
6, multimedia presentation demonstration rules
In the first semester of the 2002-2003 school year, I combined the “INTEL Future Education Project” and the “Legal Clinic Education” model during the mid-term “Legal Science” of the legal profession of Haihua Branch of Liaoning Normal University. The theme of "Interrelationship" was carried out, and a "legal clinic education under the multimedia scene" experiment was carried out. The experimental process and related experience report are as follows. Please criticize and correct.
First, the experimental preparation stage:
First, the presiding teacher develops the unit plan and the project unit plan implementation table. The teacher presides to simulate the “student” and “teacher” to produce multimedia presentations, conduct empathy, and experience the student's mentality;
Then, a classroom survey was conducted in mid-October. Survey results: 1. Among the 199 students, about 80% of them frequently go online. Only two people who know how to operate PowerPoint software, one of them is transferred from computer science to law. 2. Know that the operation of Excel software is zero. According to this "diagnosis", the teacher immediately and simply demonstrates how to use the PowerPoint software and Excel software, and asks students to learn by themselves as soon as possible after class.
Second, the experimental implementation process:
From November 2nd to 3rd, use the multimedia presentation "Question Guide" to see the layout topic. Students are grouped and each group is three to four people.
From November 3 to November 8, students begin to select topics and conduct literature searches.
On November 8th, in the computer classroom of Haihua Branch, the teacher conducted a “Internet Document Search Experiment Demonstration”, setting the search subject as “freedom right”, requiring the use of Google search engine for literature search, and one computer for each student and teacher. Simultaneously conduct online literature search, and use “the literature searched by the students and the documents searched by the teachers to be consistent” as the criteria for the student's search results. Experimental results: Among the more than 80 students in a class, the number of qualified students is zero! The reason is that the keyword typed by the teacher is “freedom” and the keywords typed by the student are “freedom” or “freedom”. According to this "diagnosis", the teacher immediately conducts targeted teaching, pointing out that the root cause of all failures is "keyword determination error" and teaches how to think about keywords and how to conduct advanced search.
From November 3 to the end of November, students produce multimedia presentations and communicate with each other and evaluate each other. Teachers use the after-school time to carry out specific “symptomatic teaching after diagnosis” according to the requirements of the students. For example, the title of a group is “Can parents track children?” Students simply pile up cases, diagrams, and related regulations as materials, and there is no logical relationship between conclusions and material as arguments. The teacher immediately “prescribes the right medicine”, “What is the legal logic relationship between legal issues and legal conclusions?” The students are given specific explanations and guidance, so that students can intuitively get the ideas and knowledge they need, and understand how to choose. The material and the logical connection between the arguments and the arguments have achieved the teaching effect of training legal thinking methods.
Third, the experimental summary stage:
From December 1st to December 5th, the group exchanged multimedia presentations and used the evaluation gauges to perform preliminary assessments.
From December 8th to 9th, students will give presentations on multimedia presentations, and some of them will be commented by teachers, pointing out problems and teaching methods to solve problems.
Finally, the teacher scores part of the student's speech, plus the student's mutual evaluation results to determine the final score of the group.
IV. Problems and Solutions Found in the Commentary Stage Through comments, it is found that among the first-year freshmen of the university law profession, there are the following common problems:
First of all, there is a lack of basic understanding and understanding of social phenomena and social relations, and it is even more difficult to find valuable problems from complicated social phenomena. For example, most of the students simply design their own subjects according to the specific topics listed in the teacher's "Guide to the Subject", and will not find examples of the value of jurisprudence from vivid and concrete social reality. The fundamental way to solve this problem is the reform of the secondary education system and educational methods.
Secondly, social science knowledge is relatively poor, and the ability to think and analyze problems autonomously is poor. Most people can only passively repeat teaching materials and simply copy other people's opinions, lacking the spirit of self-criticism. The reason is because students have long been in the bad education mode of parents and small education in China. The solution is to strengthen practical teaching, read the bibliography related to the curriculum, broaden the horizon of knowledge, strengthen the inculcation and education of the critical reality spirit, and solve the further intensification of students' knowledge poverty.
Third, simply stacking materials will not comprehensively analyze and apply the searched materials, and mine the research value of the materials and draw reasonable conclusions. For example, many students use the materials and forms related to the topic in the presentations of the teachers in the presentation, but they cannot analyze the data in the form and draw conclusions. The solution is to strengthen methodological education, train thinking, and enable students to master correct and scientific ways of thinking.
Fourth, only deductive will not be inductive, and the ability to reverse thinking is insufficient. For example, some students in the courseware will only passively organize the courseware according to the traditional "definition-feature-law-law-case-conclusion" model. This is caused by the traditional way of instilling education. The solution is to strengthen social practice teaching activities, vigorously carry out clinic-style teaching activities, teach students to use the knowledge they have learned to discover social phenomena and problems, and then analyze the content of the textbooks to analyze themselves. The conclusions, while correcting their own misunderstanding of knowledge and principles.
Fifth, I only see text, rare pictures, forms and other means of expression. The reason is that the lack of visual thinking ability and the serious lack of retrieval ability are also the key reasons for this problem. The solution is to strengthen the heuristic teaching method and introduce modern Western teaching concepts, such as interpretive and case-based teaching, organizing reading clubs and literary salons, and other brainstorming activities.
Finally, the phenomenon of digression has occurred from time to time, and the courseware demonstrated is far from the question asked by the teacher. For example, in the Guide to the Question, the teacher asked the students to explore the interrelationship of rights and obligations in the jurisprudential sense with the title “If the right to inheritance was lost”. As a result, almost all the groups with this topic are in their presentations. It has gathered legal provisions on how to abandon inheritance rights and how to abandon civil legal knowledge such as notarization of inheritance rights, so that the subject of jurisprudence is misunderstood as a subject of inheritance law. The main reason for this phenomenon is that students learn from the basics and the concentration of attention is not concentrated. In this regard, they can only rely on correct learning attitude, diligent study and certain classroom discipline requirements to solve.
Fifth, my experience:
In this experiment, except for the “classroom survey”, “question guide”, “network literature search experiment demonstration” and “multimedia presentation presentation”, I spent the rest of my work in the spare time. At the same time, it has also completed all the teaching contents required by the syllabus of jurisprudence, and achieved certain teaching effects. More importantly, it has "diagnosed" some "lesions" in the study of professional courses for freshmen of law majors, which is convenient for the future. Improve teaching in teaching. At the same time, I personally have the following teaching experience:
The greatest advantage of this teaching method is that it can directly cultivate students' comprehensive abilities and abilities, especially the following abilities: 1. Ability to find and discover problems; 2. Literature search and comprehensive application ability; 3. Active analysis and understanding The ability to solve problems and problems; 4, the ability of teamwork; 5, computer operation and utilization ability; 6, self-learning ability after school. It is entirely feasible to use this teaching method as the basis for the mid-term examination of students and to assess the usual results.
Investigate the students in advance, and conduct feedback surveys afterwards.
The ability to develop student literature searches is critical. The primary problem of the lack of "hands-on" ability of law students in China is that they will not find and search for relevant laws and regulations when encountering cases. In this experiment, the teacher conducted the "Internet Document Search Experiment Demonstration" is a creative new teaching method. It is of great value to the law students, and can be used as a training tool to strengthen students' ability to practice and to strengthen the mind between theory and practice. A teaching tool for bridging.
The attention of the students should always be firmly concentrated between the subject questions and the conclusions of the subjects to prevent the transfer of students' attention and interest in the classroom.
VI. Attached files of this report:
1. Project unit plan 7. Project unit plan implementation table
2. Project Guide 8. Computer Usage Rules
3, the student group list 9, evaluation gauge
4, students experience articles
5, students multimedia presentations a total of 47 groups
6, multimedia presentation demonstration rules
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