论“文化遗产保护法”本科教学实例的遴选与适用——以中央民族大学法学院教学实践为例

On the Selection and Application of Undergraduate Teaching Examples in“Cultural Heritage Protection Law”—Taking the Law School of Minzu University of China as an Example

“文化遗产法保护法”作为一门新兴法学课程,在强调历史文化传承与全面依法治国、高校专业布局不断优化等多重时代背景下,具有广阔的发展前景,但教学实践却存在较大落差。根据该课程综合性、实践性、法学性、趣味性、探索性的基本特征,相关实例的遴选应遵循功能性的基本原则,以及法学专业性、高可接受性和课后启发性三项一般原则。相关实例根据使用目标和场域不同,可分为四个大类和十五个小类。通过对三十五个具体实例的详细解读,从中总结出实例适用的一般技巧。除课堂情况和考试成绩外,“文化遗产保护法”的实例教学成果还可从期中笔谈内容、学年论文和期末论文选题倾向、学生自主科研项目选题倾向以及继续深造意向等方面充分体现。同时也面临司法实例偏少、对实例教学的依赖性较高、受其他部门法课程基础制约较大等问题。对此,可从适用方式的结构性提升、科学扩大实例样本来源、引入课堂之外的实例教学资源等方式实现部分解决,最终契合“增值评价”的教育改革要求。

As a new course in law,“Cultural Heritage Law Protection Law”has broad development prospects under the background of emphasizing the inheritance of history and culture,the comprehensive promotion of the rule of law,and the continuous optimization of the professional layout of colleges and universities,but there is a big gap in the teaching practice of this course.According to the course's basic characteristics,comprehensiveness,practicality,legality,enjoyment,and exploratory nature,the selection of relevant examples should follow the basic principles of functionality,as well as the three general principles of legal professionalism,high acceptability and after-class enlightenment.The relevant examples can be divided into four major categories and fifteen sub-categories according to the use targets and fields.Through the detailed interpretation of thirty-five specific examples,the general skills applicable to the examples can be summarized.In addition to the classroom participation and test results,the teaching results of the“Cultural Heritage Law Protection Law”can also be fully reflected in the content of the mid-term written notes and interviews,the tendency of selecting topics for academic year and final papers,the tendency of students’selections of the topics for independent research projects,and their intention to continue their studies.At the same time,the course is also faced with problems,such as the lack of judicial instances,high dependence on example teaching,and greater restrictions on the basis of other departmental law courses.In this regard,the author of this paper contends that it can be partially solved through structural improvement of applicable methods,scientific expansion of the source of example samples,and introduction of example teaching resources outside of the classroom,which ultimately meets the educational reform requirements of“value-added evaluation”.