法學論著
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論著名稱:
長者人權門診-科際整合及在地實踐的對話式教學嘗試
文獻引用
編著譯者: 施慧玲高玉泉
出版日期: 2018.09
出 版 社: 台灣 劉鐵錚大法官八秩華誕祝壽論文集編輯委員會
I S B N: 9789869562416
集叢名稱: 台灣 新時代法學理論之建構與開創-劉鐵錚大法官八秩華誕祝壽論文集
頁  數: 38 點閱次數: 172
下載點數: 152 點 銷售明細: 權利金查詢 變更售價
授 權 者: 高玉泉
關 鍵 詞: 對話式教學法學教育改革法律門診人權大學社會責任
中文摘要: 近年來教育部為推動法學教育改革,接續執行「大學學術追求卓越發展計畫:法律人法意識建構」、「教學改革計畫:科際整合課程建構」、「現代公民核心能力課程計畫:多元社會與科際法律問題導向合作學習」、「跨科際問題解決導向課程計畫」等多年期教研計畫,促使法學教室發展強調「e 化」、「互動」、「自主學習」、「個案式」、「科際整合」、「做中學」、「全球在地化」、「問題導向」、「共教共學」等要素的創新課程。各大學也因應教學卓越計畫、磨課師計畫、教學創新計畫、大學社會責任實踐(USR)計畫及深耕計畫等,設置或增修建構「翻轉教室」的設施與機制。然而,對於國家考試導向的法學院系所而言,傳統法學教室的「翻轉」可能不利於考試,建置及維護成本也使決策者望之卻步。本文所分享之教學研究嘗試,乃累積近筆者等 20 年來執行各種教學改革計畫的心得,引薦廣受全球法學教育改革者採用之「對話式教學」方法,設計在地實踐的「長者人權門診」科際整合課程,從促成「師生對話」、「法律與社會對話」、「理性與感性對話」、「規範與生命對話」間,並行對話式教學與行動研究,並藉由教師社群的團隊合作與師生共學活動,發展適合台灣法學院應用的科際整合對話式教學模型。
英文關鍵詞: Conversational TeachingLegal Education ReformLegal Clinic, Human RightsUniversity Social Responsibility (USR)
英文摘要: To implement the recent legal education reforms, the Ministry of Education have funded individual and group teaching projects successively entitled “Outstanding University Academic Development - Construction of the Legal Consciousness of Lawyers”, “Educational Reform: Building up Interdisciplinary Courses”, “Core Competence of Modern Citizens - Culture-Plural, Problem- Based and Interdisciplinary Teamwork” and “Problem-Shooting by Interdisciplinary Solutions for Identified Problems”. Consequently, innovative courses of eLearning, interactive teaching and active learning, case-oriented and interdisciplinary studies, learning by doing, glocalised problem-based learning, and teacher-student mutual learning have taken advantages in grant applications. On the other hand, those Universities carrying out Teaching Excellence Projects, Innovative Teaching Programme, MOOCs, USR or the most recent Deep-rooting Scheme under the auspicious of the Ministry of Education have accumulated resources to support all kinds of “flipped classrooms”. Legal education, however, keeps the focus of teaching on national exam subjects. To “flip” the classroom seems to be too risky for the investment of University institutes of laws. This paper shares an experiment legal clinic project to overcome the difficulties by using the “Laurillard Conversational Framework” to teach local human right of the elderly. Based on 2-decade experiences of and inspirations begot from education reforms that involve interactive socio-legal teaching, the project intends to design a cross-disciplinary course entitled “Legal Clinics for Elderly Human Rights” to flip the law classrooms. In line with the educational policy of USR (University Social Responsibilities), the course adopts conversational pedagogy to build up a Taiwan classroom of active learning. The goal is set to reinforce “conversations” between students and teachers, between law and society, between rationale and sensitivity, as well as between the law and the living. The authors serve as a teacher and a researcher in the same time and space to observe and record student-learning performance. The conversation between teaching and research thus begins.
目  次: 壹、前言
貳、對話式教學的在地行動研究
參、主要概念與國內外文獻
肆、教學研究與課程實踐
伍、課程教學成果與展望
陸、結論與展望
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相關論著:
施慧玲、高玉泉,長者人權門診-科際整合及在地實踐的對話式教學嘗試,新時代法學理論之建構與開創-劉鐵錚大法官八秩華誕祝壽論文集,劉鐵錚大法官八秩華誕祝壽論文集編輯委員會,2018年09月。
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