“中国法律史”混合式“金课”教学模式的构建与实践

在信息技术与教育深度融合和高等教育本科课程改革的背景下,“中国法律史”作为法学本科教育的核心课程,其“金课”成为新时代大学本科课程改革的标杆。文章基于“金课”和“混合式教学”的内涵,构建了以“学生为中心”和“两性一度”的二维教学理念,从教学分析、教学资源、教学环境等方面,构建了涵盖课前、课中、课后三个阶段,从知识、能力、价值三方进行评价的教学模式,并以“鞫谳分司”章节为例,论述“中国法律史”混合式“金课”教学模式的具体实践。

论法学专业“中国法律史”课程体系的构建

根据2018年教育部颁布的法学专业新国标,“中国法律史”成为法学专业核心必修课程。“中国法律史”课程体系应以法的理念与价值、法律史学通感为构建原则,创新课程体例、优化课程结构与课程内容。法律制度史与法律思想史相结合,静态的法律制度与动态的法律运行相结合,充分挖掘与发挥传统法律制度的价值,为当前法治建设提供可以借鉴的传统本土资源。

Premise Analysis of the Fundamental Tasks of China＇s Contemporary Legal Philosophy： ＂The World Structure＂ as a Historic Condition

After China＇s entry into ＂ The World Structure,＂ the legal philosophy of China, in its redefinition of ＂China＂ and its survey of ＂China＇s issues,＂ must construct a ＂relational perspective. ＂ From this relational perspective, ＂The World Structure＂ in an age of globalization presents a dualistic character, and closely related to this is the fact that ＂ The World Structure＂ forces double constraints upon the development of China. Under these double constraints, China＇s issues become ＂synchronic. ＂ This ＂World Structure,＂ with its double constraints, turns out to be the historic condition of the fundamentcd tasks of the legal philosophy of China and it calls for a redefinition of China by the legal philosophy of China via the construction of the ＂relational perspective＂ and the ＂synchronic perspective＂ and at the same time, a ＂Subjective China＂ is to be constructed, upon which China＇s ideal law picture can also be perfected.