教学主体性的重构与培养

Reconstruction and Cultivation of teaching Subjectivity in the Reform of Law Instructions

哈贝马斯的交往理论对当下法学课堂教学改革具有重要启示。法学课堂教学改革需要重整教师主体性与学生主体性,消除已经出现的盲目建构学生主体性与削减教师主体性的极端现象。以《法学与经济学》课堂为改革样本,运用哈贝马斯交往理论,通过适当的改革措施重构法学课堂教师的主体性,将其从绝对的主导者转变为组织者、引导者与交流者。与此同时,通过对话商谈、小组协作与自主学习等方式逐渐培养学生主体性,由此建构法学课堂教学的"双主体"。

Habermas＇ communicative theory has important implications for the current reform of law teaching that needs to reconstruct the subjectivity of teachers and students to eliminate the extreme phenomenon of student-centered subjectivity. This paper studies the case of the course ＂Law and Economics＂ in the perspective of Habermas＇ communicative theory to explore the reconstruction of teachers＇ subjectivity as an organizer,conductor and communicator while training students＇ subjectivity through dialogue and negotiations,group study and independent study,thus forming the ＂double subjects＂ in the law classroom.