认知结构教育理论视角下本科宪法学教学的困境与应对

The Dilemma and Countermeasures of Undergraduate Constitutional Law Teaching from the Perspective of Cognitive Structure Education Theory

推进全面依法治国需提升法学本科专业的宪法学教学质量。但实践中法学本科专业的宪法学教学存在学生无法掌握学科知识体系结构、无法运用宪法学知识解决问题和不能产生对宪法与国家的深度认同感等困境。此类困境的产生是教学内容、教学对象和教学评价等因素共同作用的结果。在认知结构教育理论指导下,通过更新教学理念、重构教学内容、创设教学环境和优化教学评价等方式可以破解本科宪法学教学的困境,促进高素质法律人才培养目标的实现。

To comprehensively promote the rule of law,it is necessary to improve the quality of constitutional law teaching in the undergraduate program of law.However,in practice,there are difficulties in constitutional law teaching for undergraduate law majors,such as students being unable to grasp the structure of the subject knowledge system,acquiring the ability to apply constitutional knowledge to solve problems,and developing a deep sense of identity with the constitution and the country.The emergence of such dilemmas is the result of the combined effect of factors such as teaching content,teaching objects,and teaching evaluation.Under the guidance of cognitive structure education theory,by updating teaching concepts,reconstructing teaching content,creating teaching environment,and optimizing teaching evaluation,the dilemma of undergraduate constitutional law teaching can be solved,and the goal of cultivating high-quality legal talents can be promoted.