網(wǎng)絡教學平臺在法學課程教學中的應用探析中英文對照

1、有關網(wǎng)絡教學平臺在法學課程教學中的應用的探析中英文對照About the application of network teaching platform in the course of law teaching analysis contrast in both Chinese and English傳統(tǒng)法學授課方式以講授為主， 在高等教育普及化和學生主體性意識不斷加強的背景下， 有改革的必要。 網(wǎng)絡平臺教學可以整合現(xiàn)有的教學資源， 發(fā)揮學生的主體性作用， 提高教學效果，因此在法學教學中亦應得到重視。 尤其應從課程展示平臺為交互平臺并重、 理論研究型平臺與實踐體會型平臺并重、 單一信息平臺

2、與資源中心兼容并重以及政策激勵與教師信息技術水平提高并重等方面加強網(wǎng)絡平臺教學在法學課程教學中的應用。Traditional teaching method in teaching of law is given priority to, in the higher education popularization and under the background of students subjectivity consciousness constantly strengthen, necessary to reform. Network teaching platform can int

3、egrate the existing teaching resources, play a role of the students subjectivity and improve the teaching effect, so should pay more attention to in the teaching of law. Especially should from the theory of curriculum and display platform for interactive platform, the platform for research and pract

4、ice experience type platform, and the relation between single information platform and resource center compatible with equal attention and policy incentives, increase the level of teachers information technology pay equal attention to aspects such as strengthening network teaching application in tea

5、ching of law.論文關鍵詞網(wǎng)絡教學平臺法學課程教學Paper keywords network teaching platform, a law course teaching網(wǎng)絡教學平臺是指具有組織、跟蹤、評估、發(fā)送、呈現(xiàn)、管理學習內容與學習活動，促進學習者之間交互等一系列功能的計算機網(wǎng)絡系統(tǒng)。豍隨著信息技術的發(fā)展和互聯(lián)網(wǎng)的普及，網(wǎng)絡教學平臺在經(jīng)歷了普通的學習資源庫、學習管理系統(tǒng)、 學習內容管理系統(tǒng)和通用網(wǎng)絡教學平臺四個發(fā)展階段豎后，在高等教育現(xiàn)代化進程中發(fā)揮了越來越重要的作用。Network teaching platform is to point to organize, t

6、rack, evaluate and send, rendering, management, learning contents and learning activities, to promote interaction between the learnerand a series of functions of the computer network system. 豍 along with the development of information technology and the popularity of the Internet, the network teachi

7、ng platform in thecommon learning resource, learning management system, learning content management systemsand general network teaching platform after four development stagesvertical, in the process ofmodernization of higher education has played an increasingly important role.一、傳統(tǒng)法學課程教學存在的問題A, the p

8、roblems existing in the traditional jurisprudence teaching法學課程歷來以理論課程為主，在授課方式上往往以傳統(tǒng)的教師授課方式進行。然而，隨著高等教育步入普及化階段和學生主體性意識的不斷加強，傳統(tǒng)授課方式以講為主，不重視學生主觀感受和客觀學習結果的弊端也日益體現(xiàn)。表現(xiàn)為： 第一，傳統(tǒng)的法學課程授課方式旨在建立學生精研細讀的知識結構模型，片面追求知識點的廣度和深度，卻往往忽視學生的接受程度。 教師在課堂上總是習慣于按照法律制度的基本原理和基本理論來開展授課，常常形成羅列條文、 單向灌輸法律理論的一塊黑板、一根粉筆、 一本教材和一本講稿的單一教

9、學模式，缺乏教與學之間的溝通和交流，學生被弱化為被動的聽講者和接受者。第二，將理論與實踐人為地割裂開來， 導致學生理論知識強而實踐能力弱的客觀現(xiàn)實。在法學課程教學中，理論講授往往比較重視講授法條背后的原理和理論，即重“知其所以然”。然而，過于重視講授背景和理論，忽視對于法條的解讀和研判，會形成學生連“知其然”都不能做到的情況，因此更罔顧“知其所以然”。第三，學生參與程度低，課程學習停留在“聽課”而非“學習”的階段上，學習的主動性和積極性不強。法學理論與立法、執(zhí)法和司法等法律實踐活動密切相關， 因此法學學科實際上是實踐性非常強的學科，故而學生思考問題的能力、分析問題的能力和解決問題能力的提高是法

10、學課程實現(xiàn)人才培養(yǎng)目標的重點所在。而能力的提高，最終依靠的是學生的自我培養(yǎng)。這種培養(yǎng)需要學生自主介入學習和思考的過程，調動自身的積極因素方能實現(xiàn)， 課程教學和教師授課所能做的無非是調動學生的學習積極性，引導學生學習的方法和方向，因此必須改“聽課”為“學習”，課程教學才能真正實現(xiàn)目的。Law has traditionally been to theory course is given priority to, often on the way of teaching in the traditional teachers teaching manner. However, with the

11、higher education into the popularization stage and student subjectivity consciousness constantly strengthen, the traditional teaching way to speak is given priority to, do not take the students subjective feelings and objective result is increasingly reflected. Is shown as: first, the traditional la

12、w course teaching methods to set up students knowledge structure model of lapping read, one-sided pursuit of breadth and depth of knowledge points, tend to ignore the students acceptance. Teachers in the classroom is always used to according to the basic principles of legal system and the basic theo

13、ry to carry out teaching, often form listed provisions, one-way infusion of legal theory is a blackboard and a piece of chalk,a textbook, and a copy of the notes of the single teaching mode, the lack of communication and exchange between teaching and learning, the students were reduced to a passive

14、lecturer and recipients. Second, to artificially isolated from theory and practice, lead to students theoretical knowledge and practical ability of objective reality. In law teaching, theory teaching tend to be more attention to teach the principle and theory behind the law, namely know how. However

15、,too much emphasis on teaching background and theory, neglect of law interpretation and analysis, will form the students cant do, learning is therefore more ignoring know how. Third, student participation is low, courses remain in the class rather than learn on the stage of learning initiative and e

16、nthusiasm is not strong. Legal theory and legislation, law enforcement and judicial law practice activities closely related, so the discipline is actually a practical very strong discipline of law, so the students thinking ability, analysis ability and problem solving ability enhancement is the focu

17、s of attention in the talents training goal of law courses implementation.And ability to improve, ultimately depends on the students self education. This training need students involvement in the process of learning and thinking, to mobilize their positive factors in order to implement, course teach

18、ing and teachers teaching can do no more than is to mobilize students learning enthusiasm, guide students to learn the methods and direction, so must change to listen to learning, can we truly achieve teaching purposes.二、網(wǎng)絡平臺教學在法學課程教學中應用的意義Second, the network teaching platform in the teaching of law

19、 application網(wǎng)絡教學平臺建設則通過教學內容展示、教學材料拓展、交流與溝通、自我測試、作業(yè)和考試等各種網(wǎng)絡學習方式， 一方面為法學理論教學提供輔助工具； 另一方面為學生不分時段、不分場合的隨時學習提供可能，因此對于法學課程來說有積極的意義：Network teaching platform construction, through the teaching content, teaching material development, exchange and communication, self test, homework and examination, etc all k

20、inds of network learning, on the one hand provide legal theory teaching AIDS; On the other hand, regardless of time, regardless of occasions for students to learn at any time to provide possible, thus have positive significance for law courses:一是可以整合現(xiàn)有的教學資源， 提供豐富的教學內容。 傳統(tǒng)法學教學受制于學校的整體教學安排，要受到教師人數(shù)、教學時

21、數(shù)、選課容量乃至于教室安排的多方限制，全課教學內容往往不能都在課程教學中體現(xiàn)出來。通過網(wǎng)絡教學平臺，將全課教學內容、教材、教學課件和教學資料等上網(wǎng)，就可以彌補師資、硬件等教學資源的不足；同時網(wǎng)絡教學平臺的學習不受授課時空的限制，學生可以在任何時間登錄上網(wǎng)進行學習；網(wǎng)絡教學平臺的學習也不受開班人數(shù)的限制， 一門課程可以在平臺上供更多的學生來分享學習， 因此可以將專業(yè)教師與課外教師授課、 網(wǎng)絡教學媒介與傳統(tǒng)教學媒介、 課堂聽講教學模式與法律診所式教學模式等組合起來，從而將學?，F(xiàn)有的教學資源充分整合利用起來。First, integration of existing teaching resour

22、ces, can provide rich teaching contents. Traditional jurisprudence teaching is subject to the whole school teaching arrangement, subject to teachers, teaching hours and course selection capacity and classroom arrangement of various restrictions, all class teaching content can not be reflected in the

23、 curriculum teaching. Through the networkteaching platform, the whole class teaching content, teaching material, teaching courseware and teaching materials, such as access to the Internet, you can make up the lack of teachers, teaching resources such as hardware; Network teaching platform at the sam

24、e time learning from teaching time and space constraints, students can login at any time surfing the Internet for learning; Network teaching platform of the learning is not limited by the number of class, a class can be the platform for more students to share learning, thus can be medium of professi

25、onal teachers and extracurricular teaching, network teaching and traditional teaching media, classroom listening teaching pattern and legal clinic type teaching mode, which will be the school existing teaching resources fully integrated.二是可以發(fā)揮學生的主體性作用， 加大學生的參與力度。 通過網(wǎng)絡教學平臺的學習， 學習本身不受時間和地域的限制， 學生更具有學習

26、的自主性。 網(wǎng)絡教學平臺改變了教師一支筆、一張嘴的授課方式，可以充分利用文字、影像、動畫等先進技術，學習內容的表達從單一模式改進為多元模式， 從而更加有利于培養(yǎng)學生的學習興趣。 網(wǎng)絡教學平臺還有網(wǎng)絡交流、 網(wǎng)絡作業(yè)、網(wǎng)絡法律法規(guī)知識考試等多項網(wǎng)絡功能，為學生提供了更多種方法檢驗學習成果，與教師就難點熱點問題實時展開討論，從而更加體現(xiàn)了學習的個性化和自主性。Second, can play a role of the students subjectivity, strengthen students participation. Through the network teaching pla

27、tform of learning, learning itself is not limited by time and region, is more learning autonomy of students. Network teaching platform changed a pen, a mouth way of teaching, teachers can make full use of advanced technology such as text, image, animation, the expression of learning content improvem

28、ent for multiple mode from a single model, which is more beneficial to cultivate the students interest in learning. Network teaching platform and network communication, network operation, laws and regulations knowledge test and so on many network function, provides students with more tests of learni

29、ng outcome, and teacher to discuss difficult issues real-time, and thus more embodies the individualized and autonomous learning.三是可以改革教學方式方法和手段，提高教學效果。傳統(tǒng)法學課程教學以講授式為主，其原因與高校的師生比有很大關系。 由于高校普遍師資力量不足， 學生規(guī)模卻日益擴大， 法學課程教學勢必只能采用授課， 甚至是大班授課的方式進行。 在高校師生比短期之內難以改變的情況下， 通過網(wǎng)絡教學平臺補充課程教學的不足， 加強實踐性教學內容和促進師生溝通和交流就顯得

30、更為重要。 網(wǎng)絡教學平臺可以通過討論組學習、 答疑討論等多種方式開展討論教學、診所教學等一系列實踐性學習，從而彌補傳統(tǒng)教學方式方法的不足，提高教學效果。Three is to reform the teaching methods and means, improve the teaching effect. Traditional jurisprudence teaching with teaching style is given priority to, its reason and the university has a close student-faculty ratios. C

31、aused by a lack of general teachers in colleges and universities, students scale is expanding, certainly will only adopt teaching jurisprudence teaching, even the large class. Student-faculty ratios in colleges and universities in the short term is difficult to change the situation, through the netw

32、ork teaching platform in its teaching, strengthening practical teaching content and promote the communication and exchanges between teachers and students is more important. Network teaching platform can learn through group discussion and answer questions to discuss a variety of ways to carry out the

33、 discussion teaching, clinic teaching and a series of practical study, so as to make up for the inadequacy of traditional teaching methods, improve the teaching effect.三、加強網(wǎng)絡平臺教學在法學課程教學中的應用Third, to strengthen network teaching application in teaching of law網(wǎng)絡教學平臺在法學課程教學中的應用現(xiàn)在已經(jīng)有所開展，但從目前的實踐看，就平臺建設本身來

34、看還存在著教學平臺設計單一和固化、教學平臺與資源中心不匹配、個性化不足以及與校園網(wǎng)不能很好兼容等多個問題，就平臺的使用來看也還存在著學校政策激勵不夠、教師信息技術水平不高、對法學課程開展網(wǎng)絡平臺教學重視不夠等多個問題，需要在網(wǎng)絡平臺教學中加以改進和完善。具體來說，有以下幾點：Network teaching platform in the teaching of legal courses application has now been carried out,but look from the current practice, in the platform construction i

35、tself, there are single and solidifying, teaching platform and teaching platform design resource center does not match, personalization and compatible with campus network is not very good, and many other issues, the platform are used to see even there is school policy incentives, teachers informatio

36、n technology level is not high enough, the insufficient recognition of law courses to carry out the network teaching platform, and other problems that need to be improved in the network teaching platform and perfect. Specifically, there are the following:（一）課程展示平臺為交互平臺并重(a) course and display platfo

37、rm for interactive platform法學課程中網(wǎng)絡教學平臺建設目前主要以精品課程建設為主，內容包括課件的制作與發(fā)布，主要教學資料和課外教學資料的發(fā)布，教學組織、學習支持和教學評價等。雖然也有教學交互的內容， 但是使用得比較少。教師更新學習材料及布置批改網(wǎng)上作業(yè)等基本教學交互活動的組織實施狀況較好，而及時回答學生問題、關于討論、 小組活動的設計等類型教學交互活動的組織與實施狀況則并不理想。豏法學課程由于本身理論性較強，更容易將平臺定位為課程展示平臺，而忽視其教學交互平臺功能。事實上， 網(wǎng)絡平臺教學并不僅止于擴充教學容量和整合教學資源的功能，網(wǎng)絡所體現(xiàn)出的互動特性使得網(wǎng)絡平臺教學

38、成為有別于傳統(tǒng)教學的一個重要特征。傳統(tǒng)教學盡管也有教學之間的交流，但由于受時間和情境的限制，卻面臨著過于強調交流必定降低教學信息量，過于強調教學信息量又必定減少交流的兩難局面。因此，網(wǎng)絡平臺教學通過實時的和多方位的交流系統(tǒng)，不僅是課堂教學的必要延伸，而且是因材施教、 高等教育個性化的必然要求。 因此，在法學課程教學中要注重提升網(wǎng)絡平臺的交互容量，強調其交互功能，將課程展示型的網(wǎng)絡平臺轉變?yōu)榻换テ脚_。Law courses at present, the construction of the network teaching platform are mainly composed of fi

39、ne course construction, content including courseware production and distribution, the main teaching materials and extracurricular teaching materials, teaching organization, learning support, and teaching evaluation, etc. Although there are interaction in teaching content, but to use it less. Teacher

40、s update learning material and grade online homework and other basic well organize and implement teaching interactive activities, and timely answer students questions, about discussions, group work interaction type teaching activities such as the design of the organization andimplementation of the s

41、ituation is not ideal. 豏 law courses because the theory itself is stronger, more easy to locate a platform for curriculum display platform, while ignoring the teaching interaction platform functionality. In fact, the network teaching platform and teaching resources to expand the teaching capacity an

42、d function, network reflects the interactive features make the network teaching platform as an important characteristic different from the traditionalteaching. Traditional teaching although also has the communication between, but due to the limitation of time and situation, are faced with too much e

43、mphasis on communication will surely reduce the teaching information, too much emphasis on the teaching information and must reduce the dilemma of the communication. Therefore, network teaching platform by real-time and all-round communication system, is not only the necessary extension of classroom

44、 teaching, and is the necessary requirement of higher education according to their aptitude, personalization. Therefore, in the course of law teaching should pay attention to improve the network platform of interactive capacity, emphasize its interactive function, transform course display network pl

45、atform for interactive platform.（二）理論研究型平臺與實踐體會型平臺并重(2) the theory platform and platform for research and practice experience type法學課程本身由于理論性較強，目前在網(wǎng)絡平臺建設中也注重由名家牽頭的理論研究型平臺。 但是，法學專業(yè)本身卻具有極強的實踐性和專業(yè)性， 因此實踐體會型平臺的建設也很重要。特別是法律實踐本身經(jīng)常面對解決社會糾紛的迫切狀況， 因此更加需要法律實務工作者具有一定的社會經(jīng)驗、 理論基礎和情勢判斷能力。 這就需要在日常教學中， 要注重學生的實踐體驗。網(wǎng)

46、絡教學平臺則可以通過圖像、視頻、動畫等多種方式，開展情景式的教學，促進學生了解和接觸法律實踐， 獲得實踐體會。 因此，法學課程的網(wǎng)絡平臺教學應當重視實踐體會型平臺的建設。Courses of law itself because of the strong theoretical, at present in the construction of network platform platform also pay attention to the theoretical research, led by famous artists. But the law itself has a st

47、rong practical and professional, so practice type platform construction is also very important. Especially in the legal practice itself is often faced with the urgent situation of solving social disputes, so more needs legal practitioners have certain social experience, theoretical foundation and si

48、tuation judgment. This needs in daily teaching, should pay attention to the students practical experience. Network teaching platform can be through the image, video, animation and so on a variety of ways, to carry out the situation of teaching, promote students to understand and contact with legal p

49、ractice, for practice. Course of law, therefore, the network platform type should be paid great attention to the teaching practice platform construction.（三）單一信息平臺與資源中心兼容并重(3) single compatible with resource center and information platform網(wǎng)絡教學平臺盡管以課程為依托，但由于知識本身不可割裂，多種知識又具有相關性，所以每一個網(wǎng)絡教學平臺實際都建立了一個信息資源網(wǎng)

50、。 法學類課程相互間所具有的密切聯(lián)系和內在邏輯性，如刑法和刑訴法，課程的資料有多種是可以共享的。因此，網(wǎng)絡教學平臺不應建設為單一信息平臺，成為 “信息孤島” ，而應建立資源中心與課程網(wǎng)絡平臺相互兼容，由資源中心進一步來拓展學生學習的廣度，由課程信息平臺來挖掘學生學習的深度，以此來提高學生的學習效果。Network teaching platform, though based on courses, because the knowledge itself cannot be divided, a variety of knowledge and relevant, so every network teaching platform actually set up a network information resources. Law courses are closely related each other and inner logic, such as criminal law,