论模拟法庭教学在法学实践教学中的应用

模拟法庭教学是法学教学中经常采用的一种教学方式,在高校法学教学中具有十分重要的意义。针对模拟法庭教学在高校教学中存在的问题与不足,必须对模拟法庭教学进行改革,建立一套较为完整的制度和操作规程,提高学生的知识运用能力和程序操作能力,锻炼和培养学生的法律专业素质。     

“模拟法庭”在青少年学生法制教育中的设计与应用

模拟法庭(m ootcourt),又名假设法庭,它在不同的教育或职业领域往往具有不同的意义。从法制教育意义上所指的“模拟法庭”是指在教师的指导下,以青少年学生为主体,运用所学知识,借助一定设备,模仿法庭审判活动,以培养青少年学生法制意识的一种实践性教育方法。作为法制教育形式的模拟法庭,在教育目的、形式设计、具体应用等方面,都具有自己的特点和风格,值得深入分析和研究。一、“模拟法庭”在青少年学生法制教育中的作用1.适应青少年学生的特点,直观形象地传授法制知识青少年学生随着身体和心理两方面的急剧发展,日趋成熟,交往也迅速扩大,…     

模拟法庭进入高中政治课堂

青岛市颁布《青岛市普通高中各学科实施素质教育的意见》,规定在政治活动课的选题方面,应结合教材的特点,增设了模拟法庭。要求教师在教学中搜集违背税法、消费者权益保护法的案例,组织实施模拟法庭,使学生从直接体验中加深对知识的理解,以培养学生个性的发展。（摘自《齐鲁晚报》１９９９年１０月１５日）模拟法庭进入高中政治课堂     

以模拟法庭为平台的诊所式法律教学初探

模拟法庭教学法与诊所式法律教学法都存在一定的局限性.应以模拟法庭为平台,通过对低年级法学专业学生进行模拟法庭教学法等培养其基本的法学素养,对高年级学生则注重模拟诊所式法律教学,培养其应对法律问题的能力.     

浅议高校数字化模拟法庭实验室建设

随着高校数字化的发展传统的模拟法庭实验室存在着诸多的局限性,已不能适应信息时代对大学生的要求。本文针对此问题从培养学生职业素养的角度出发,提出了高校法学专业应逐步建设数字化模拟法庭实验室,指出了高校建设数字化模拟法庭实验室意义,阐述了高校建设数字化模拟法庭实验室所需要的软硬件措施等,通过建设数字化的模拟法庭实验室以培养学生的职业素养,提高法学专业学生的实践能力,最终为我国的司法部门输送高水平的创新型法律人才。     

模拟法庭实践教学的操作与管理

模拟法庭的实践教学将法学本科人才培养目标从研究型人才定位转向于培养从事法律职业的应用型人才。实践教学注重学生实践能力的培养,提高学生学以致用、动手操作和团队合作的能力,通过规范模拟法庭教学实践的管理与制度,促进模拟法庭分阶段操作的顺利进行。     

模拟法庭在法学教学中的实践和应用

模拟法院开庭审理是法学教学中经常采用的一种教学方式，针对传统做法中的不足，从更有利于学生综合素质培养的目的出发，必须对模拟法庭教学进行改革，建立一套较为完整的制度和操作规程，强调教学环节的完整性，注意挖掘学生潜能，充分调动学生在模拟法庭教学中的积极性和主动性，使学生在理论和实践相结合的基础上对教学内容有更深刻的理解和把握，提高学生的知识运用能力和程序操作能力，锻炼和培养学生的法律专业素质。     

卓越法律人才培养目标下的模拟法庭实践教学改革探讨

模拟法庭实践教学在培养卓越法律人才中起着基础性作用,有利于学生成为学习的真正主体,有助于培养学生的创造性思维,有利于培养学生的法律实务能力。为了更好地实现卓越法律人才的培养目标,必须对模拟法庭实践教学进行改革与创新。     

浅谈模拟法庭在法学教学中的作用

在高校法学教学中,模拟法庭教学有其独特的作用.如何搞好模拟法庭教学,如何在模拟法庭教学中提高和培养学生的法律专业素质就显得尤为重要.     

试论模拟法庭实践教学的特点及其完善——以法律诊所教育的借鉴为视角

模拟法庭是学生通过模拟司法审判将法学理论运用到实践中的过程,但模拟法庭在实践性教学中仍然存在一些局限性。法律诊所起源于美国,因其突出的实践特点被看做培养学生实务能力、获取法律经验的有效途径及方法,学生在接待当事人、起诉、受理、答辩等案件处理过程中真正将法律理论和法律实践相结合。因为模拟法庭的可操作性更强,也更有普适性,所以不断探索将法律诊所的优势借鉴到模拟法庭教学法中,共同致力于培养卓越法律人才建设。     

Multicultural Counselor Training Experiences: Training Effects and Perceptions of Training Among a Sample of Predominately Hispanic Students

The effectiveness of multicultural training among a sample of predominately Hispanic counseling students was examined. The results of a series of 2‐factor repeated measures analysis of variance and follow‐up paired‐samples t tests suggest that multicultural training was effective in increasing students' multicultural competencies and in improving their cognitive racial attitudes. Students' affective racial attitudes were not changed. Students' perceptions of their multicultural training suggest that students from diverse racial/ethnic backgrounds may experience multicultural training differently and unique life experiences may help explain this difference. Counselor educators may wish to use a variety of training experiences to provide multicultural training that is effective across diverse student populations.     

The effect of industrial training on ethical awareness of final year students in a Malaysian public university

Studies (for example, Dellaportas in Making a difference with a discrete course on accounting ethics. J Bus Ethics 65(4):391–404, 2006; Saat in An investigation of the effects of a moral education program on the ethical development of Malaysian future accountants, 2010) on final year accounting students show that industrial training has a positive impact on the ethical development in a way that students improved in their ethical judgement after attending a 6-month training. Thus, this research aims to evaluate the influence of industrial training in the development of ethical awareness among final year students from a Malaysian public university. These students were from multiple academic backgrounds—engineering, science and social science. A pre and post study was adopted in order to achieve the objectives. A set of survey was distributed to students before and after they have attended industrial training. In assessing students’ ethical awareness, 15 business-related and workplace ethical situations were given and students had to rate their acceptance on these situations from not acceptable (1) to most acceptable (7). From the findings, it can be observed that although the level of ethical awareness among students is fairly good, industrial training has minimal impact in improving or developing students’ ethical awareness. The impact is such because students who undergone industrial training may have observed certain behaviour that they thought are acceptable in a workplace; this may have changed the way students perceived their acceptance on the situations.     

外语教学中跨文化意识的培养

语言与文化是相辅相成的。忽视文化背景而单纯地进行语言教学往往会使学生在跨文化交际中出现困惑。所以英语教学的目的不仅是为了培养学生的语言能力,而且也要培养学生的跨文化意识,提高学生的跨文化交际能力。在阐述跨文化意识与跨文化交际概念的基础上,论述跨文化交际培养的主要内容,并提出培养跨文化交际能力的主要措施与方法,以期达到外语教学的最终目的,即培养和提高学生的跨文化意识。     

Do Counselor Education Programs Promote Wellness in Their Students?

It is widely accepted that counselor impairment presents a problem in the counseling profession (M. E. Young & G. W. Lambie, 2007). Wellness as a unifying philosophy in counselor education may be a way to prevent impairment and burnout in students and professionals. Although counselor educators strive to promote a wellness philosophy in students, their efforts may be largely unsuccessful. This study examines the influence of counselor education programs on counselor wellness by investigating broad trends in levels of wellness among students at 3 points in their training and offers insights into the influence of wellness in the training of today's counselors.     

提高工科院校学生的音乐素质势在必行

围绕提高工科院校学生音乐素质这一问题,阐述了音乐教育对培养学生想象力、创造力、判断推进能力、团结协作等方面能力的作用,结合工作实践,论证了音乐教育对高等工科院校学生培养的重要性。     

中学生课外体育锻炼的调查研究

中学生参加课外体育锻炼,对于自身体质的提高,意志品质的增强和健身习惯的养成均具有重要意义。但从问卷调查中发现,由于受到锻炼时间、运动场地和伙伴等因素的制约,学生参加课外体育锻炼的习惯养成比例并不高。基于此,学校体育教学要着眼学生健身习惯的养成;建立学校、社区和家庭三维和谐联动机制;建立科学、可行的学生综合素质评价体系。     

自主学习及其教学涵义

自主学习即“自我导向”、“自我激励”、“自我监控”的学习。自主学习的教学涵义是塑造良好的知识结构、实施“无为”教育和“对话与启发”教育。培养学生自主学习的能力可从几个方面入手:训练学生学会做学习计划;训练学生对学习过程进行自我监测和调控;训练学生对学习进行自我评价;训练学生提高自我效能感、对学习的价值意识,选择正确的目标导向、归因方式等;培养学生调控学习环境的能力,积极营造或选择、利用有利于学习的社会和物质环境。     

Nokia Technology Training Model

In this paper, we describe the technology training principles of the Nokia Group. The fundamental approach to training is that all are responsible for their own skills and competitiveness. At each level the training is organised in co-operation with the oficial educational institutes. The participants may also register as normal students at universities, with the in-house courses becoming part of the curriculum for their formal examination. Part of the rraining is achieved by using Euro-PACE courses.     

Achievement Profiles of Students in High School Vocational Training Programs

Vocational training (VT) allows young people to receive specialized training in a short period and enter the labor market with a qualification. However, VT is often seen as an unglamorous educational route, despite the fact that there are few admission requirements and that it prepares students for jobs with good conditions. Furthermore, the characteristics of VT students have been poorly documented empirically. To fill this gap, this study first examined the achievement profiles of 368 VT students based on three criteria: academic performance, academic persistence, and behavioral engagement. A two-step classification provided four groups: three profiles of students who persisted and successfully completed their training program and a fourth profile of students who withdrew from their program. The motivational and individual characteristics of the students from each profile were then examined based on six variables: motivation (self-efficacy and task value [importance, interest, cost, and perceived utility value of the training program]), gender, and age. The results showed that the profiles differed based on all the characteristics examined except student gender. Overall, the data contribute to better understanding the characteristics of VT students, which may guide teaching practices to better ensure the success of these students.