双师同堂推动程序法与实体法交融的教学进路探索

Exploration on the Dual Teacher Mode to Promote the Teaching Methods of Blending of Procedural Law and Substantive Law

专注于某一法学科而忽视其他关联学科的教学者难谓成功,在实体法与程序法分开教授的教学模式下,培养出来的法律从业者有着天然的结构缺陷,难以满足司法实践需要。采取双师同堂教学模式能够摆脱传统教学理念和模式的束缚,突破实体法教学与程序法教学之间的壁垒,实现二者的有机对话。实体法教师与程序法教师就同一个法律问题或同一个实际案例或相关联的法律条文展开实体法与程序法的关联教学,展现不同专业领域、不同部门法之间教学交融的成果,能从根本上解决实体法与程序法的衔接问题。双师同堂还可迫使教师理解和尊重对方的理论工具,缓解或消除“重实体、轻程序”的错误观念,实现了实体法与程序法知识体系的共享,打破不同学科之间的人为隔阂。双师同堂教学模式最恰当的设置时间是在研究生教育培养阶段。教师须深度挖掘能够体现实体法与程序法之间关联性的典型案例。对于那些基于实体法与程序法规范共同抽象出来的法律制度,如诉权制度、证明责任制度,只有授课时进行融合才能阐明其真谛。还须科学分配双师授课过程,创新课堂开展方式,教授内容须围绕同一主题展开,分别评析对方,对学生的疑问进行双重解答。双师同堂的具体流程可设计为双师同堂解析案例、法庭审判观摩、模拟审判、导师评析四个部分。

It is difficult to be successful for teachers who concentrate on one subject of law and ignore other related subjects.Under the teaching mode of separating substantive law from procedural law,the trained legal practitioners have inherent structural defects and are difficult to meet the needs of judicial practice.The“dual teacher in one classroom”approach can get rid of the defects in traditional teaching ideas and modes,break through the barriers between substantive law teaching and procedural law teaching,and realize the organic dialogue between them.Teachers of substantive law and procedural law teach related substantive law and procedural law on the same legal issue,or the same actual case,or related legal provisions,showing the results of teaching integration between different professional fields and different departmental laws,which can fundamentally solve the currentdisconnecting problems between substantive law and procedural law.It can also force teachers to understand and respect each other’s theoretical tools,eliminate or alleviate the misconception of “emphasizing substantive law but neglecting procedure law”,realize the sharing of knowledge system between substantive law and procedural law,and break the artificial barrier between different disciplines.The most appropriate time to set up the teaching mode of“dual teachers in one classroom”is at the level of postgraduate education.Teachers need to dig in depth typical cases that reflect the relevance between substantive law and procedural law.For those legal systems abstracted from substantive law and procedural law norms,such as litigation right system and burden of proof system,only the integration of teaching hours can clarify its essence.It is also necessary to scientifically distribute the teaching process of double teachers and innovate the way of classroom development.The content of teaching should focus on the same them e,evaluate each other separately,and answer students,questions from the two aspects.The specific process of“dual teachers in one classroom”can be divided into four parts:case analysis,court trial observation,simulated trial and mentor evaluation.