期刊文献+

为什么法科生上课必须重视法条?——基于法解释学/教义学立场的解读 被引量:2

Why do Law Students Have to Emphasize Laws in Class Teaching?——The Interpretation Based on the Position of Hermeneutics/Dogmatics
下载PDF
导出
摘要 受历史和现实等多重因素的影响和制约,当前,我国法科生对法条/法律规则重要性的认识依然存在严重的欠缺和不足,最直观的表现就是学生上课忽视/不重视法条的存在价值。这种现象因袭不改导致的恶果就是,通过四年的本科教育之后,学生不会对法律规则展开精细化的分析,最终也难言培养起严谨、周密的法解释学/教义学和法律思维能力。法条在法科生学习过程中具有十分特殊的地位和价值,法条是法律人思维能力培养的文本依据,是法科生身份识别的重要标志,亦是锻造学生职业荣誉感的起点。因此,强调学生上课重视法条具有十分重要的意义。当然需要强调的是,法学理论课也必须重视法条,带法条的目的不是记忆/背诵法条,网络查询不能取代法条,法条至上/中心亦非本本/教条主义。 At present,affected by the multiple factors such as history and reality,there are still some serious shortcomings and deficiencies in the understanding of the importance of law/legal rules among Chinese law students.The most direct manifestation is that students,ignorance or negligence of the existence and value of laws in class teaching activities.The consequence of this phenomenon is that after four years of undergraduate education,students still cannot carry out a refined analysis of the legal rules,and ultimately it is difficult to cultivate rigorous and thorough hermeneutics/dogmatics of law and the ability of legal thinking.Laws have a very special status and value in the process of law students*learning.Laws are the textual basis for the cultivation of lawyers'ability to think,an important symbol for the identification of law students,and the starting point for forging the professional sense of honor of students.Therefore,it is greatly significant to emphasize students*attention to the law in class teaching.Of course,it should be noted that even in jurisprudence class laws should also be emphasized.The purpose of emphasizing laws in teaching is not to memorize/recite the law.Online inquiry cannot replace the existence of laws,and the law-centered teaching idea is not pure rigid and dogmatic.
作者 薛波 Xue Bo
机构地区 深圳大学法学院
出处 《法学教育研究》 2019年第4期148-161,共14页 Legal Education Research
基金 国家社科基金青年项目“大数据视野下社会治理法治建设评估方法及其应用研究”(项目编号:18CFX002)的阶段性成果
关键词 法条 法解释学/教义学 法律思维 Law Hermeneutics/Dogmatics of Law Legal Thinking
  • 相关文献

参考文献4

二级参考文献43

共引文献62

同被引文献26

相关作者

内容加载中请稍等...

相关机构

内容加载中请稍等...

相关主题

内容加载中请稍等...

浏览历史

内容加载中请稍等...
;
使用帮助 返回顶部