know
Technologies for setting and achieving educational goals;
The main components of the pedagogical system and ways to improve them;
The theory and practice of the entry of Russian universities into the Bologna process;
Problems of legal education in historical development;
Modern trends and prospects for the development of legal education in Russia;
Methods of education at the Faculty of Law;
Scheme of management of cognitive activity of students;
Aspects of the formation of motives for educational activities;
Problems of interaction between the subjects of the pedagogical process;
Ways to resolve conflicts in the educational process;
Fundamentals of professional and pedagogical competence of the teacher.
be able to
- teach legal disciplines at a high theoretical and methodological level;
Set the goal of teaching a specific topic from the course of any studied discipline in the direction of jurisprudence;
Select and build learning content;
Control the quality of acquired legal knowledge;
Determine the optimal logic for building legal knowledge;
own
Skills in the use of modern pedagogical tools for teaching legal disciplines in higher education;
Skills of managing independent work of students;
Methods of construction, analysis and application of pedagogical models;
Skills in organizing and conducting pedagogical research;
Ways of self-improvement of the personality of the teacher.
4. The volume of discipline and types of educational work
The total complexity of the discipline is 2 credit units.
Type of intermediate certification - offset.
The distribution of the labor intensity of the discipline by type of work and modules for full-time education
The distribution of the labor intensity of the discipline by type of work and semesters for distance learning
The form of current control is a home creative task.
5.1 Program of discipline
Topic 1.Teaching jurisprudence as a pedagogical system and professional activity
The concept of the education system.
Legal education as a system, as a process, as a result.
The main components of the pedagogical system: learning objectives; content of training; learning technology; organizational forms; subjects of the pedagogical process.
Integration of pedagogical culture into legal education.
State educational standards in the direction of "Jurisprudence".
The role of a teacher of legal disciplines in legal education.
Topic 2Didactics and methods of teaching jurisprudence
Methodological and methodical problems of the organization of legal education.
Pedagogical technologies in jurisprudence.
Learning Concepts:
1. Information approach in teaching;
2. Activity approach in teaching;
3. Student-centered approach to learning.
Personal-activity approach as the basis for the organization of the educational process at the Faculty of Law.
Characteristics of the academic discipline and features of its teaching for lawyers.
Topic 3.Methods of preparing and conducting a lecture
The role of lectures in the educational process.
The main functions of the lecture: informational, orienting, explaining, persuading, captivating.
Lecture reading as a special didactic activity.
Cognitive components of the lecture: facts, analysis of factual material, forms of systematization of factual material.
The role of judicial practice as a means of illustrating theoretical positions in lectures and the diversity of their types.
Types of lectures: informational, problematic.
Different styles of lecturing.
The task of introduced scientific concepts. Techniques for disclosing the content of concepts. Integrity and structure of the lecture.
Methods of presenting the content of the lecture: logical, descriptive (actual), historical, genetic.
Topic 4.Methodology for preparing and conducting a seminar
The value of seminars in the process of vocational training. The role of mastering theoretical knowledge for the practical activities of a lawyer.
Various forms of seminars.
Discussion as a type of seminar, features of its preparation and verification.
Topic 5.Methodology for preparing and conducting practical and laboratory classes
Purpose and objectives of practical classes.
Forms and methods of preparing and conducting practical classes. Communication of the content of practical classes with the future profession of students and ways to ensure it.
Solving educational problems as an effective method of understanding legal knowledge.
Laboratory classes, their difference from practical and seminar classes. The purpose and objectives of laboratory classes, their specificity and features of preparation for them.
Topic 6.Active and interactive forms of conducting classes in jurisprudence
Game moments in the teaching of jurisprudence and their didactic value.
Game as a means of mastering fundamental theoretical legal knowledge.
Game as a form and method of contextual learning.
Topic 7.Quality control of mastering students' knowledge
The problem of organizing the quality control of the assimilation of students' knowledge. Basic functions, types and forms of control. Features of quality control of assimilation of knowledge of law students. Rating system for assessing knowledge.
Methods of pedagogical control. Rating and mark. Testing as a kind of control. Self-control of students.
Final state certification and teacher preparation for it.
Topic 8.The activity of the teacher in organizing independent work of students
The role of independent work in the assimilation of legal knowledge.
The concept and types of independent work of students.
The ability of students to work independently with legal acts and special legal literature.
Teacher's guidance for independent work of students.
Topic 9.Methods of teaching certain legal disciplines
General methodological principles of teaching jurisprudence.
Features of teaching historical legal disciplines: the history of the state and law of Russia, the history of the state and law of foreign countries, the history of political and legal doctrines.
Features of teaching branch legal disciplines: constitutional law, administrative law, financial law, civil law, labor law, criminal law, civil procedural law, criminal procedural law, etc.
Features of teaching special legal disciplines: law enforcement, criminology, forensic science, forensic medicine, forensic psychiatry, etc. General and specific in teaching these groups of disciplines.
Topic 10. Organization of the activities of a teacher of jurisprudence
The personality of the lecturer and its influence on the quality of the lecture.
5. 2 New in the professional field
One of the effective methods of teaching the methodology of teaching legal sciences is the use of the problem-based learning method, which provides for the formation of skills in undergraduates to solve problematic problems and the development of skills to apply the acquired knowledge and use them in educational practice.
Applied at the present stage innovative teaching methods in educational institutions of higher education provide for methods that prioritize moral values. They contribute to the formation of individual moral attitudes based on professional ethics, the development of critical thinking, the ability to represent and defend one's own opinion.
5.3 Sections and topics of the discipline, types of training sessions
(educational and thematic plan)
For full-time education
Topic name disciplines | Labor intensity in hours |
|||||
Total | Classroom work | Independent work |
||||
General | Lectures | Seminars or practical classes |
||||
Teaching jurisprudence as a pedagogical system and professional activity | ||||||
Didactics and methods of teaching jurisprudence | ||||||
Methods of preparing and conducting a lecture | ||||||
Methodology for preparing and conducting a seminar | ||||||
Methodology for preparing and conducting practical and laboratory classes | ||||||
Active and interactive forms of conducting classes in jurisprudence | ||||||
Quality control of mastering students' knowledge | ||||||
The activity of the teacher in organizing independent work of students | ||||||
Methods of teaching certain legal disciplines | ||||||
Organization of the activities of a teacher of jurisprudence | ||||||
Total |
MODERN EDUCATION
CURRENT PROBLEMS OF THE METHODOLOGY OF TEACHING LAW AT UNIVERSITIES
S.A. Morozova, Professor of the Department of Theory of Law and Civil Law Education, Russian State Pedagogical University named after V.I. A.I. Herzen, Candidate of Pedagogical Sciences
The article is devoted to modern problems of methods of teaching jurisprudence. The essence of the concept of "methods of teaching jurisprudence" is considered, attention is drawn to the need for scientific research in the field of methods of teaching jurisprudence at the university and special training of teachers of legal disciplines, as the most important condition for the modernization of legal education.
Key words: legal education, jurisprudence, methods of teaching jurisprudence, teacher of legal disciplines, modernization of legal education.
The methodology of teaching jurisprudence pursues the goals, content, organization, methods of teaching and evaluating legal knowledge, professional skills, due to the general goals and objectives of legal education. One of the problems of the methodological nature of the methodology of teaching jurisprudence is understanding the essence of the very concept of "methods of teaching jurisprudence", the relationship between methodology and jurisprudence. As you know, the term "method" literally translates as "method". It may be a way of knowing, a way
research or method of carrying out activities.
The first initial thesis of the proposed understanding of the designated problem is that the technique is an essential, universal phenomenon, an attribute of the life of a human being. This is the philosophical understanding of the concept of "methodology". Philosophers understand methodology as specific methods, means of obtaining and processing factual material, i.e., methodology is knowledge obtained empirically. However, the methodology is recognized as a field of scientific knowledge, the process of obtaining
the subject of information that is new to his objectified experience, subjective experience that is accessible for perception by other people, provided that the theoretical level of the patterns of activity, dominant ideas, principles, categories is studied, the methodology of the methodology itself is comprehended, the methods of scientific knowledge, with the help of which new knowledge in science is acquired and substantiated.
In turn, methods of cognition can be classified according to specific areas of research. This gives us the right to highlight the methods of cognition in the field of jurisprudence, which are concretized in the methodology, and formulate the following thesis, represented by the judgment: "methodology is an integral part of jurisprudence." In this context, the term "jurisprudence" is used in the sense of "legal science", as a system of generalized special knowledge about law.
Each type of activity has a methodological level, which is characterized by such characteristics as meaningfulness, expediency, determination by goals, procedurality. All these characteristics are possessed by the activities of lawyers. The methodological aspect is clearly traced in legal activity. For example, very often legal acts themselves take the form of guidelines and instructions. Complementing the figurative judgment of N.M. Azarkin about the importance of jurisprudence, it can be said that jurisprudence as a legal art has always realized the way to the legal world, in
which the technique is the way to follow this path. We are talking about such an aspect of methodology as the doctrine of the methods of teaching the science of jurisprudence. In this case, the methodology of teaching jurisprudence as a field of scientific knowledge can be considered a specific integral independent part of legal science. In this capacity, the methodology of teaching jurisprudence can be classified as applied legal sciences, like legal psychology or statistics.
It should be noted that this is a very significant applied branch of jurisprudence. Without any doubt, the methodology of teaching jurisprudence is a kind of bridge from theory to practice and, conversely, from didactically adapted legal knowledge to legal science. In this sense, the methodology of teaching jurisprudence can be viewed as a specific factor in the development of legal science itself. The effectiveness of legal education largely depends on the modern development of legal science as a whole, so the teaching methodology receives its main content by considering jurisprudence and law as a subject of teaching. It aims to teach effective ways to transfer to students a system of scientific legal knowledge and professional skills. Thus, in the process of educational and methodological activity, a lawyer gets the opportunity to reproduce his own kind. This is the purpose of professional legal education.
However, the problems of methods of teaching legal disciplines at the university have not yet been given due attention. In a certain sense, this is due to the lack of official status in such a branch of scientific knowledge as a methodology for teaching jurisprudence. Today there is no opportunity to defend dissertations on methodological problems, and, consequently, there are no people who want to seriously engage in research in this area.
As a result, science is marking time due to the lack of scientific research in the field of methods of teaching law. Practically everyone who writes articles on the problems of university teaching notes that the process of reforming and modernizing legal education is difficult. The author of one of the publications, figuratively assessing the current situation, quotes the words of N.S. Khrushchev: "There is a lot of squealing, little bristles", meaning that a lot is said about the quality of training of lawyers and nothing is being done to solve the problems of legal education.
A number of serious problems have been identified primarily in the practice of teaching legal disciplines at the university. Many of them are associated primarily with a key figure in legal education - a teacher of legal disciplines, an intermediary between scientific knowledge and those who want to learn it.
The domestic tradition of training university teachers boils down to the fact that at first the future teacher masters the subject area, protects or does not protect candidates
dissertation and beyond, if he works as a teacher of legal disciplines, then such a specialist follows the instruction "know your subject and state it clearly." As you know, a student-lawyer is not taught pedagogical activity, therefore, a lawyer, having become a university teacher, begins to reproduce the activities of his former teachers, both imitating the good and repeating their mistakes. Such a teacher is sure that the fundamental training he once received in his student years successfully replaces all sorts of “methods”.
No one doubts the professional competence of such teachers, especially if they combine work at a university with the practice of a lawyer. However, these teachers themselves usually do not really think about how they learned what they know and can do, but they know even less about how to teach everything that they themselves know to someone else, what methodological methods of form and means for this should be used. Experience in the advanced training system shows that even if such a teacher suddenly becomes interested in modern didactic technologies, then at best he will reproduce the lesson according to detailed methodological recommendations. However, the need to independently select the educational content in relation to the proposed methodological form, as a rule, causes significant difficulties. Such a teacher lacks professional skills that are acquired in the process of studying
cheniya precisely methods of teaching jurisprudence.
This actualizes the problem of studying, systematizing, summarizing and publishing that invaluable experience of teaching those who will teach legal disciplines to others, accumulated by Russian pedagogical universities. For example, in the magistracy of the Russian State Pedagogical University im. A.I. Herzen has been studying the course of methods of teaching jurisprudence in higher education for several years, followed by pedagogical practice on the basis of the corresponding university. The relevance of methodological knowledge is due to the fact that among the university specialists themselves today there is a clear interest in the methodology of teaching jurisprudence. This interest is caused by quite objective reasons, for example, the loss of continuity in the organization and content of the educational process at school and at the university. As a result, the university teacher was confused, especially those who have significant experience in teaching. His expectations that a first-year student possesses certain fundamentals of legal knowledge, general educational skills, motivation for learning, as it was before, are not justified. What to do with such a student, how to teach him, the university teacher does not know. Naturally, he has a need to master the school method of teaching law. The enrollment of university entrants on the basis of the USE only exacerbates the problem. Until now, it was possible to have a vague idea of the strengths and weaknesses of a freshman, because, as a rule, a student was motivated to study
It is in the university that he chose that he is professionally oriented towards legal activities.
The teacher was required to create conditions for the professional adaptation of their students to a specific legal specialty, to help them realize which personal characteristics ensure career growth, for example, as a prosecutor, and which as a lawyer, or vice versa. Today, a freshman does not always clearly and clearly see himself in the profession. Often, from conversations with students, it turns out that a certain part of those who entered the Faculty of Law were guided in their choice of professional activity by such motives as money and vanity.
Consequently, a modern teacher should now, first of all, be able to solve the problem of motivation for educational and cognitive activity in their classes.
For further reading of the article, you must purchase the full text.
Latushkin M.A. - 2011
CHIKILDINA A.Yu. - 2013
- Specialty HAC RF13.00.08
- Number of pages 161
CHAPTER 1. THEORETICAL FOUNDATIONS OF TEACHING
OF LEGAL DISCIPLINES IN NON-LEGAL HIGHER EDUCATION INSTITUTIONS.
1.1. Historical and pedagogical aspects of formation and development of the system of legal education in Russia.
1.2. The essence and structure of the legal consciousness of the future specialist.
1.3. Formation of the legal consciousness of a specialist as the goal of teaching legal disciplines.
CHAPTER 2. METHODOLOGY OF TEACHING LEGAL
DISCIPLINE IN NON-LEGAL HIGHER EDUCATION INSTITUTIONS.
2.2. The system of courses of legal disciplines in the university of culture and arts.
2.3. Optimization of educational and cognitive activity of students.
Recommended list of dissertations in the specialty "Theory and Methods of Vocational Education", 13.00.08 VAK code
Formation of the legal culture of non-legal students of training 2009, candidate of pedagogical sciences Potomakhin, Vadim Vladimirovich
Organizational and pedagogical conditions for the formation of legal consciousness of students of a non-legal university 2013, candidate of pedagogical sciences Magomedova, Raginat Magomedovna
Legal training of students, taking into account the characteristics of various types of secondary educational institutions 2006, Candidate of Pedagogical Sciences Ishchenko, Vladimir Ivanovich
Discipline "Civil Law" as an effective factor in the legal education of students of law schools: Methodological foundations 2005, Candidate of Pedagogical Sciences Ryzhkovich, Ekaterina Alekseevna
Influence of the orientation of vocational training on the dynamics of the semantics of the stereotype "criminal behavior" among university students 2004, candidate of psychological sciences Bunyaeva, Galina Valerievna
Dissertation conclusion on the topic "Theory and methods of vocational education", Bolonina, Svetlana Valentinovna
CONCLUSION
The dissertation research conducted allows us to make a number of theoretical generalizations and practical recommendations that serve to expand our understanding of the problems of teaching legal disciplines in non-legal universities in the transition period.
The crisis of the 1990s in Russia led to a critical situation in the state of legal awareness of the population, to legal nihilism and legal infantilism of student youth. Taking into account the features of the current stage of development of the state in the process of teaching the course of law and the creation of the necessary pedagogical conditions increase the effectiveness of the formation of students' legal consciousness.
In the course of the study, all the planned tasks were completed.
1. At various stages of the development of society, the task of transferring knowledge to the next generation about fundamental rights and obligations, about the state structure is solved in accordance with the level of development of pedagogical thought and law. For centuries, in all states, special activities have been carried out to disseminate views on law and order, for which any means at their disposal are used: the church, literature, art, school (all levels), the media, special legal schools. Thus, legal education is an integral component of the ideological function of any state.
The importance of legal education and upbringing of students in the process of teaching legal disciplines increases in the transition period. This is due to the crisis state of the legal consciousness of student youth and the changing role of law in the life of society.
In 1994, the Government of the Russian Federation approved the State Educational Standard for Professional Higher Education for the first time. It approved state requirements for a minimum content of legal education. The State Educational Standard includes the rights and freedoms of a person and a citizen in the requirements for knowledge and skills in cycles of disciplines, but does not include provisions on duties and does not spell out the tasks of legal education of students.
The conducted research shows that the specified minimum of didactic units in the program in the direction of "Law" does not allow students to form a proper level of legal consciousness.
2. Based on the analysis of statistical data and special studies, some features of the socio-economic development of society that affect the legal awareness of student youth in the Russian Federation were identified:
The social status of student youth is rapidly declining, the financial situation, access to education have deteriorated and are deteriorating; the structure and composition of the specialties in which the professional training of students is carried out, the implementation of admission to educational institutions of higher professional education, do not correspond to the real needs of the reproduction of the socio-professional structure in society; the system of demand and guaranteed employment of graduates of professional educational institutions has been destroyed, mechanisms for its implementation have not been created or are not in operation;
Self-awareness of student youth, its organization, role in public life, politics, protection of their interests, has fallen significantly and continues to fall;
There is a spiritual and moral decay of the youth, which is seized by the spirit of immeasurable consumerism and immoral enrichment at any cost;
Young people are increasingly criminalized, drunkenness, alcoholism, drug addiction, and prostitution are on the rise.
Sociological studies prove that the process of increasing criminalization of public consciousness is associated with a criminogenic deformation of the value-normative system of the whole society, with the erosion and devaluation of socially positive values, behavioral stereotypes, and moral ideals of people. Values and norms of the criminal environment, stereotypes of delinquent behavior allegedly justified by material, moral, social, economic, political and other considerations are cultivated in public opinion. Elements of the criminal subculture are being introduced into mass culture, everyday life.
The state must take into account all the socio-economic factors that affect the legal consciousness of young people, solve all their problems, setting among the most important tasks the improvement of the process of civil, patriotic moral and legal education of the young generation. The formation of students' legal consciousness is an urgent need for the development of society, a factor in the stabilization and survival of Russia and the goal of teaching legal disciplines.
3. The state educational standard determines the mandatory minimum content of each main professional educational program of higher professional education. The main directions of reforming the system of higher education should reflect two approaches: democratization - the transition from a class approach to universal values and an understanding of the expediency of compromises, to pluralism of opinions; humanization of education, which can be carried out by referring to the natural inalienable rights of a person, to the theory of non-violence.
The principles for selecting the content of legal education are determined by the integration of Russia into the global education system and the priority of universal values and are based on the recommendations of the UNESCO International Congress on continuity, interdisciplinary, connection of education with practical activities, interculturality of education. These principles correspond to the humanistic nature of education in accordance with the Declaration of the Rights of Man and Citizen.
4. Legal support of reforms is a decisive condition for establishing a market system and building a state of law. Therefore, in the course of legal disciplines in universities, it is necessary to provide for the study of civil law: the emergence of civil rights and obligations, civil liability, property rights, contractual obligations, labor law, and the Russian tax system. This makes it possible to carry out an organic combination of generally valid legal knowledge with specialized knowledge corresponding to a particular specialization. As a result, students not only gain knowledge about the system of law, the role of law in the hierarchy of normative acts, the importance of law in the development of new economic relations and their stabilization, the content of the main branches of Russian law, but also the ability to apply them in the legal regulation of economic relations, in implementation of which graduates specialize in various areas of state and commercial activity. Knowledge of the basic rules governing civil circulation, and the ability to apply them, can provide them with the right choice of position in commercial activities and, consequently, the desired success and at the same time a correct assessment by the regulatory authorities.
A necessary means of bringing legal disciplines closer to the sphere of students' interests, forming their high legal convictions and ideas, transferring legal knowledge and consolidating skills is the selection of the content of educational material. Information that is socially significant for students and professionally oriented in their future specialty, together with the determination of the most optimal forms and methods of transmission, contributes to the motivation of students to participate in the process of cognitive activity.
Under the new conditions, only the receipt of an integrated professional education serves as a guarantee of employment. The breadth of the professional profile, the possession of several professions determine the ability of the individual to adapt to a changing production environment, to introduce intensive technologies. In a market economy, the labor market involves competition. The system of higher education with the help of a course of legal disciplines should satisfy the need of students for high-level qualifications and ensure its competitiveness in the field of labor application.
5. Student youth more easily adapt to new living conditions, to new professions, therefore, in order to increase the chances of finding a job, it is necessary to inform students in senior years about the situation on the labor market and their rights in this area, to train specialists who can independently resolve conflicts by legal means. situations.
Students must gain skills in organizing work in modern workplaces equipped with personal computers and various peripheral equipment. Continuous computer training, the ability to use legal reference systems when performing individual tasks, term papers and theses will ensure the transition from a reproductive to a transformed level of knowledge.
Using legal reference systems in courses of legal disciplines, varying teaching methods depending on didactic goals, the teacher transforms passive knowledge of students into active ones, helps to organize the process of assimilation of new knowledge by students in law and their application in practice.
In the course of the experimental work, the methodological foundations of teaching legal disciplines were identified, ensuring the effectiveness of the assimilation of legal knowledge, the formation of skills and abilities, the ability to predict a professional situation and make independent decisions.
Reference legal computer systems, on the basis of which the training takes place, allow you to see the links between individual legislative acts, court decisions and legal documents.
Therefore, stimulating the activity of students through active forms of training sessions, with the involvement of a set of educational, professional and practical tasks formulated in the form of legal incidents, on the basis of information computer technologies, makes it possible to form the skills and abilities of the practical application of legal knowledge, possession of the norms of procedural legislation and introduce students to experience of creative self-realization in the field of labor activity.
6. The conducted dissertation research made it possible to make specific pedagogical recommendations for improving the process of teaching legal disciplines in non-legal universities:
Legal nihilism and legal infantilism of the population, the radical demolition of social and moral values convinces us to place a primary emphasis in the process of teaching legal disciplines on law education work with students: on the formation of a respectful attitude towards the system of legislative norms in force in society, law obedience, orientation in everyday life and professional activities to conscious compliance with the requirements of laws, the desire for their implementation;
Among the priority steps to radically improve the practice of teaching legal disciplines in non-legal universities, it is necessary to provide for the further improvement of the State Educational Standard in Law. It should set the primary task of the legal education of students. The requirements for the knowledge and skills of students should be supplemented by a provision on the duties of a person and a citizen.
In order to further improve the process of teaching legal disciplines, it is necessary to strictly observe the continuity of legal education at all stages of education. Each subsequent stage should complement the previous one, deepening the acquired knowledge, skills and abilities;
The course of jurisprudence should be the final stage of legal training that students undergo in the process of studying and acquiring higher education. The main objective of this course is seen as to give knowledge of the rules of law governing legal relations, which university graduates will enter into in the course of their work, participation in the political life of the country, the realization of personal rights and freedoms;
It is expedient to read the course of jurisprudence at graduation courses, when students have already received a system of knowledge in major disciplines; to stimulate the acquisition of social and professional experience by students during their studies, for which the share of active forms of learning should be increased, traditional lectures should be combined with business games, role-playing games, round tables, thematic discussions, educational and practical conferences, the use of computers and other achievements of scientific and technological progress;
It is necessary to more closely link the teaching of legal disciplines with the specialization of students, legal issues addressed in the course of their future professional activities;
It is necessary to improve the preparation and provision of the process of teaching the course with technical means, including educational filmstrips, video films, computers, legal reference systems.
Provide for the development of specialized software tools for solving practical legal and educational and professional problems in accordance with the specialization of education at the faculty.
The fulfillment of the tasks of the dissertation research made it possible to realize its goal. The main provisions of the hypothesis were confirmed and refined.
The results obtained in the course of the study allow us to state that the introduction into mass practice of the considered pedagogical conditions for increasing the effectiveness of the formation of the legal consciousness of students in the course of legal disciplines will contribute to the moral and legal socialization of their personality.
The problem of studying the scientific and methodological foundations of teaching legal disciplines in non-legal universities is not completely exhausted by the results of this study. A special study requires the problem of legal education of student youth in the transition period in the country and the ban on ideological work in universities. Of interest are the issues of tracking in the dynamics of the process of formation of the legal consciousness of a young person, the criteria for its effectiveness.
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Teaching forensics
Criminalistics(from the Latin criminalis - criminal, relating to a crime) - an independent scientific branch of knowledge about the laws of the crime mechanism, the emergence of information about a crime and its participants, the collection, research, evaluation and use of evidence.
Forensic science is closely related to criminology, logic, criminal and criminal procedure law, and philosophy.
This discipline is of no small importance in the system of legal sciences, and the knowledge of its foundations allows the future specialist to have information about the tactics of procedural actions; form of organization and methods of investigation of certain types of crimes; the structure of the expert's opinion; the procedure for processing the results of research and examinations, etc.
When conducting seminars and practical classes, a student can:
Obtain information on the use of information retrieval systems forensic registration;
Master the methods of preliminary study of objects that are important for administrative, civil and criminal cases in order to obtain information;
Learn to use technical and forensic methods and means of collecting objects of importance in administrative, civil and criminal cases;
Learn how to appoint forensic examinations, evaluate and apply the results of research.
Lectures without fail include slide shows with information and images of modern devices used by forensic experts. This approach is especially convenient, given that not every higher educational institution has modern forensic apparatus and specialized teachers in this field. In addition, not every university has its own forensic laboratory equipped with modern technologies. It is desirable to conduct seminars separately for students of each group. In practical classes, laboratory work is especially useful.
At the first seminars, as a rule, devoted to theoretical knowledge, it is possible to hold a colloquium on such topics as: "Stages in the development of national forensic science", "Problems of forensic science". As for more "practical" topics ("Identification features", "Types and stages of forensic identification", "Classification of technical and forensic means"), then discussions, disputes, round tables are optimal here.
When studying the thematic sections "Ballistics", "Dactyloscopy" and "Traceology", laboratory work can be carried out, and during the seminars on "Photo-portrait examination", if computers are available, each student can be given assignments for drawing up a portrait: this is how students learn the rules for describing signs of appearance, make thinking active. With an insufficient number of computers for each student, it is possible to create paired groups, one of which will draw up a portrait, and the other, using the photograph (image) handed to him, will try to describe the external signs of the personality, while not presenting the image to the "expert". So both involved students, forced to work in pairs, both will strive for the same goal: displaying the most correct portrait of the described person; this method makes it possible for all students to actively learn - both those who are engaged in the description and those who make efforts to draw up a portrait.
Teaching Criminology
Criminology(from the Latin crime - "crime" and the Greek logos - "teaching") is an independent, interdisciplinary, social and legal general theoretical and applied science that studies crime as a social phenomenon, its prevention, causes and conditions, the identity of the offender.
In criminology, the following general scientific methods of cognition are used:
Climbing from the abstract to the concrete;
Hypothesis;
Dynamic and statistical methods;
historical method;
System-structural analysis;
Comparison.
In addition, specific sociological methods are subject to application:
Study of documents;
Surveys in the form of questionnaires (individual and group) and interviews;
Observation;
Experiment.
The following special scientific methods are used:
Analysis of DNA molecules;
Analysis of blood, physiological fluids and secretions;
Biochemical and chemical analysis;
Qualitative and quantitative analysis;
Methods of mass spectrometry, chromatography, nuclear magnetic resonance, etc.
Practical classes are held in order to consolidate the theoretical provisions discussed in the lecture course and studied by students in the course of independent work. In practical classes, students should learn how to work with regulatory documentation and identify practical skills in the use of legal acts and technical norms that regulate the activities of public administration and executive authorities. Among the special teaching methods, moderation can be distinguished (an activity aimed at revealing the potential of the student and his abilities).
Moderation is based on the use of special technologies that help organize the process of free communication, exchange of opinions, judgments and lead the student to make a decision through the implementation of internal capabilities.
Moderation is aimed at revealing the student's inner potential, helping to identify hidden opportunities and unrealized skills.
The main methods of work of the teacher-moderator are methods that encourage the student to activities and activate them; identify their problems and expectations; organize the process of participation in the discussion; establish a climate of comradely cooperation.
The teacher-moderator acts as an intermediary who establishes relationships between students. For each practical lesson, it is advisable to issue a list of literature and regulatory documents, as well as questions for self-control.
Forensic Medicine Teaching
Forensic Medicine- a science that uses medical and biological knowledge, applied in jurisprudence for the purpose of justice.
It is an independent medical science with its own research methods.
A student in the process of studying at the Faculty of Law should be aware that there are a large number of forensic medical examinations carried out in Russia in connection with the investigation of administrative, civil and criminal cases, and it is proposed to expand their list in science.
Currently, we can talk about the following types of forensic examinations used:
living persons;
Histological;
biological;
Traceological;
Anthropological;
ballistic;
Chemical;
Biochemical;
medical activity.
Lectures on forensic medicine may be accompanied by a slide show, as this course is more specific than other legal disciplines, contains a large amount of information, and knowledge in this area is necessary for the detection, investigation and prevention of crimes.
By studying this course, students acquire fairly broad skills and abilities: the correct application of the acquired knowledge about the possibilities of forensic medicine allows the future specialist to freely navigate in this area and understand numerous professional subtleties.
In practical classes, it seems quite appropriate to familiarize students with samples of the following documents:
Protocol of inspection of the scene;
Body examination protocol;
Resolution on the appointment of a forensic medical examination;
Resolution on the appointment of a repeated (additional) forensic medical examination;
Referral to a forensic examination of a corpse, etc.
Methods of teaching forensic psychiatry
Forensic psychiatry- a medical science that is at the intersection of medicine and jurisprudence and serves justice by establishing the mental state of the subjects in order to determine their ability to be responsible for their actions (or inaction), as well as their ability to correctly perceive current events and perform civil acts. Forensic psychiatry as a subject in a higher educational institution is studied mainly at lectures and seminars (practical) classes, during which the student acquires the knowledge, skills and abilities he needs in the future.
As for the acquired competencies, the following can be noted among them: the student must know the rules for appointing and conducting a forensic psychiatric examination; legal and medical significance of establishing insanity in persons who have committed socially dangerous acts.
Regarding the rules for appointing and conducting an examination, the student must know the grounds for appointing an examination in the framework of administrative, civil and criminal proceedings.
The best and most effective option for conducting seminars is to explain to the student the rules for drawing up a decision on the appointment of a forensic psychiatric examination as part of a criminal investigation, containing information about the circumstances of the crime committed and the grounds (reasons) for sending a person to such an event.
It is important for the teacher to explain the questions to the expert (experts).
For example, in a decision, you can ask the expert the following questions:
Did (the surname, name, patronymic of the person) suffer from any mental illness at the time of the crime, and if so, which one?
Did this mental illness deprive the ability (the surname, name, patronymic of the person are indicated) to give an account of their actions and manage them?
Does (the surname, name, patronymic of the person are indicated) suffer from any mental illness at the present time, and if so, which ones?
Does the person need (the surname, name, patronymic of the person are indicated) to apply medical measures and which ones?
It is necessary to explain to the student that the outcome of a criminal case depends in most cases on the correctness of posing questions to an expert, since if a person (suspect, accused) is recognized as insane, the crime is not recognized as such, and the person who committed it will not be recognized as a criminal.
The student should explain the points regarding the use of the regulatory framework, which, in addition to the Code of Criminal Procedure of the Russian Federation (Article 79), also includes other documents of various state bodies:
Law of the Russian Federation of July 2, 1992 No. 3185-1 "On psychiatric care and guarantees of the rights of citizens in its provision";
Federal Law of May 31, 2001 No. 73-FZ "On State Forensic Activities in the Russian Federation";
Federal Law of November 21, 2011 No. 323-FZ "On the fundamentals of protecting the health of citizens in the Russian Federation";
Decree of the Plenum of the Supreme Court of the Russian Federation of April 7, 2011 No. 6 "On the practice of applying compulsory medical measures by courts";
Cassation ruling of the Moscow City Court dated May 30, 2012 in case No. 22-6814;
Cassation ruling of the Court of the Nenets Autonomous District dated November 08, 2012 in case No. 22K-69/2012;
Order of the Ministry of Health and Social Development of the Russian Federation dated May 30, 2005 No. 370 "On Approval of the Instruction on the Organization of the Production of Forensic Psychiatric Examinations in the Forensic Psychiatric Examination Departments of State Psychiatric Institutions".
Forensic Science Teaching
Forensic science as a science and an academic discipline taught in higher education is associated with other disciplines - forensic science, logic, mathematics, psychology, forensic medicine, and ethics.
Forensic examination- a procedural action carried out on the basis of the use of modern scientific and technical achievements, in order to obtain an opinion of a knowledgeable person on issues related to the establishment of circumstances that are the subject of proof.
Forensic science as a science is on the verge of jurisprudence, as well as a significant number of other disciplines in various fields.
Students studying forensic examinations should have an idea of the meaning and content of specific types of examinations, the logic and psychology of the conclusions, conclusions and thinking of an expert, the methodology and stages of expert studies, the subject, objects, tasks and goals of examinations, the causes of expert errors, their consequences and methods. warnings.
Questions for self-control
1. Name the main methods of studying constitutional law.
2. List the main characteristics of an introductory lecture on administrative law.
3. What is a control and training seminar on criminal law?
4. What are the features of teaching environmental law?
5. Are there differences in the methods of teaching international public and international private law?
6. What are the features of the methodology of teaching special legal disciplines?
7. What general scientific methods of cognition are used in criminology?
Bibliography
Main literature
1. Basova N.V. Pedagogy and practical psychology. Rostov n / a: "Phoenix", 1999. - 416 p.
2. Belyaeva I.M., Galyukova M.I. Methods of teaching criminal law: textbook. Chelyabinsk, 2011. - 92 p.
3. Likhachev B.T. Pedagogy. Lecture course. M., 2003.
4. Uman A.I., Fedorova M.A. Problems of development of didactic systems. Monograph. Eagle, 2012. - 193 p.
additional literature
1. Distance educational process: essence, structure, organization features: study guide / E.L. Syrtsova, O.V. Tokmakov; Federal Agency for Education, Vyatka State. humanitarian un-t. Kirov: Publishing House of the Vyatka State. Humanitarian University, 2009.
2. Eremenko V.I. Active and interactive methods of teaching jurisprudence: monograph. Barnaul, 2012. - 192 p.
3. Kiryakova A.V., Kargapoltseva N.A., Olkhovaya T.A., Smirnykh E.V. Technology "debate" in competence-oriented education: teaching aid. Orenburg, 2011.- 119 p.
4. Lagunova M.V., Yurchenko T.V. Organization of educational and cognitive activity of students using e-learning technologies. Monograph. N.Novgorod: NGPU, 2012. - 158 p.
5. Lecture as an active teaching method. Guidelines // Prepared. V.P. Chikhachev. Kyiv: Society "Knowledge" of the Ukrainian SSR, 1990.
6. Educational function of the lecture / V.E. Panasovsky. Moscow: Knowledge, 1982.
7. Plotskaya O.A., Ivanova Zh.B., Knyazev A.I. Innovative teaching of legal disciplines at the university: active and interactive forms of conducting classes: a textbook. Syktyvkar, 2012. - 92 p.
8. Controversy - dispute - discussion / S.A. Mineev. Moscow: Knowledge, 1990.
9. Techniques for conducting a conversation / Anja von Kanitz; per. with him. O. E. Efimtseva. Moscow: OMEGA-L: Smart book, 2008.
The methodology of teaching law is a pedagogical science about the tasks, content, methods of teaching law.
The subject of Methods of teaching law is a set of methodological techniques, means of teaching law, the formation of skills and behavior in the legal sphere. This is a scientific discipline that selects legal material for the subject "Law" and develops, on the basis of general didactic theory, methodological tools for the formation of a legal culture in society.
The main tasks of science are:
1. selection of educational legal material and the formation of special legal courses for the education system,
2. creation of special legal training programs, textbooks and teaching aids,
3. selection of teaching aids, determination of a system of methodological techniques and organizational forms of teaching law, as well as teaching a legal course,
4. continuous improvement of methods of teaching law, taking into account the effectiveness of the application of existing ones.
The main functions of science:
1. Practical and organizational - allows you to give specific recommendations to teachers on building a competent system of legal education and upbringing in the state.
2. Worldview - provides the formation of certain stable views of students on the issues of legal reality, understanding the value of law and its settings, and therefore the need to respect and comply with the laws of the state, the rights of the individual.
3. Heuristic - allows you to identify some gaps in the study of legal issues and, if necessary, fill them with new ideas for the transfer and understanding of legal life.
4. Prognostic - allows you to predict in advance the possible result of the learning process in the form of learning models and adjust the ways to achieve them.
Education directly depends on goal setting, i.e., the definition of goals, which, as a rule, come from the state (or are fixed by its power) and are shaped by the needs of social development. The goal is a mental representation of the final result of pedagogical activity, and therefore it determines the necessary actions of the teacher to achieve it. The teacher, who organizes the cognitive activity of students, forms a specific goal in the unity of its three components: learning (learning knowledge, skills); education (formation of personal qualities, worldview); development (improvement of abilities, mental strength, etc.).
In science, general goals and specific ones are distinguished. So, the general goals are determined by the state policy in the state regulations (Concepts of civil science, social science and legal education, basic curriculum, instructive letters of the Ministry) the importance of educating a person with a high level of legal culture, who knows his rights, duties and respects the rights of other people , tolerant in communication, democratically and humanely minded in resolving legal conflicts.
The goals of legal education can also include:
Increasing the level of legal culture of society;
Education of a citizen who is able to uphold and protect his own and others' legitimate interests, the formation of his active citizenship;
Formation of skills of lawful behavior, respect for the laws of the country and international law;
Formation of intolerance to violence, wars, crimes;
The study of national and democratic traditions and values, on the basis of which the law is improved or its new attitudes are formed, etc.
Specific goals they are associated with the organization of individual events, lessons.
The methodology of teaching law is based on the following principles:
1. - variability and alternativeness of models of legal education. This means that there are many different approaches in the field of teaching law and they really exist in practice (this is due to the lack of a unified, strictly mandatory system of legal education: different regions have developed their own traditions and features of legal education, which, of course, are based on the requirements of the State Standard knowledge);
2. - a personality-oriented approach that ensures the individualization and differentiation of teaching law (work with each student, based on his level of abilities, the ability to perceive legal material, which allows for the development and training of everyone who is included in the educational process);
In accordance with the specifics of the object and subject of research, a distinction is made between general didactics, which teaches “everyone and everything,” and private didactics, that is, theories of teaching individual subjects or in certain types of educational institutions. General didactics conceptually determines the development of private didactics, which provide specific material for identifying the main, essential features and characteristics of the educational process.
The subject of didactics are laws, principles of the educational process, technologies of education and upbringing. The term "didactics" comes from the Greek word didaktikos - instructive. It is generally accepted that this term was introduced in 1613 by the German linguist and teacher Wolfgang Rathke. The first fundamental work on the theory of didactics was the "Great Didactics" by Jan Amos Comenius, published in 1657.
Didactics solves the following tasks:
1) studies the laws and principles of education;
2) develops conceptual provisions, paradigms of the educational process;
3) designs educational technologies;
4) creates a system for diagnosing, monitoring and evaluating the results;
5) predicts the results of the educational process based on the use of various concepts.
For example: The methodology of teaching economic disciplines explores a set of interrelated means, methods, forms of teaching economic subjects.
What distinguishes this technique? It is that learning is closely related to the economic life of society. Real knowledge is knowledge of economic laws. The applied aspect allows building up the theory, expanding the conceptual apparatus, and revealing new principles and laws. However, excessive focus on specifics can lead to superficial, simplified knowledge and conclusions. The "golden mean" is important here, a combination of theory and practice of economic development.
The most important characteristic of the methodology is the wide use of statistical data. Facts and figures make it possible to reveal not only certain aspects of economic processes and phenomena, but also to show the social economy as a whole. However, it should be remembered that facts should not “break out” of contact, be presented in isolation from the totality of the phenomena of economic life, should not be accidental. Otherwise, they can misinform students, raise doubts about their objectivity. Statistics data should be used systematically. Negative facts require special attention and attitude.
All of the above features are interrelated, since this technique is characterized by a special role of argumentation and evidence. The economy as a sphere of human activity is designed to provide people with everything necessary to sustain life. Here the interests of different strata and groups of the population collide. They are looking for means, arguments to substantiate their ideas, concepts in order to influence social activity. This affects the choice of one or another option and model of the future development of society.
The most important feature of the methodology is the relationship of educational technologies with the role of knowledge in economic development. Teaching technology refers to the methods, means by which the teacher influences the students. Educational technologies arose at a certain stage of the economic development of society and evolved along with it. You can read more about this in the article “The relationship of teaching methods with the role of knowledge in economic development”. If we classify teaching methods according to the degree of participation of the student in the pedagogical process, then in the nineteenth century. along with the academic method, the active method began to be used.
The academic method involves replicating information by transferring knowledge from the teacher to the students. The active method means obtaining knowledge through the independent work of students.
The rapid development of the means of production required a professional researcher who could apply principles or processes previously studied to a new situation, use scientific generalizations to solve individual problems, or combine parts, elements into a new whole.
Appearance in the 20th century The interactive method is caused by the need for effective teamwork in order to quickly acquire new knowledge and create an atmosphere of cooperation. The interactive method involves the joint work of participants in the educational process.
The balanced use of methods is important in achieving educational goals. Benjamin Bloom, an American scientist, identified 6 levels of educational goals
1) knowledge: the ability to reproduce special information, including facts, concepts, principles, laws;
2) understanding: the ability to adequately reflect the information received (transfer to another form, rebuild ideas into a new configuration, predict the result);
3) application: the ability to use previously learned principles, methods, processes to a new situation;
4) analysis: the division of the material into separate constituent parts and the study of each of these parts, establishing their relationship and organization;
5) synthesis: the connection of individual, discrete elements, processes into a new whole;
6) assessment: the process of developing value judgments about ideas, theories, methods.
Evaluations can be quantitative or qualitative based on the use of certain criteria.
The optimization of the educational process involves the use of technology in relation to certain disciplines. The choice of the latter depends not only on the educational goals of the training course, but also on the individual teaching style, the student's experience. In economic disciplines, a different level of complexity of the material is distinguished, which allows the use of various methods of educational cognitive activity.
2 question Chapter 4 of the Federal Law of November 21, 2011 N 324-FZ "On Free Legal Aid in the Russian Federation" refers to a non-state system of free legal aid.
Participants in this assistance system are legal clinics (student advisory bureaus, student legal bureaus, and others) and non-governmental free legal aid centers. Formed on a voluntary basis. The clinic does not provide legal advice on criminal matters.
Educational organizations of higher education in order to achieve the goals, legal education of the population and the formation of legal assistance skills among students in the legal specialty can create legal clinics.
A legal clinic is created as a legal entity, if such a right is granted to an educational organization of higher education by its founder, or a structural unit of an educational organization of higher education.
They can provide free legal assistance in the form of oral and written legal advice, drafting applications, complaints, petitions and other legal documents.
In the provision of free legal assistance by legal clinics, persons studying in the legal specialty in educational institutions of higher education, under the supervision of persons with higher legal education, responsible for the training of these persons and the activities of a legal clinic in an educational organization of higher education, participate.
However, a legal clinic is always a form of teaching practical skills to students.
A feature of training in legal clinics is the use of interactive educational technologies, teaching on the basis of a competent approach of special clinical courses (the basics of office work in various areas of legal activity, professional ethics, professional communication, legal consulting, the basics of legal analysis, mediation, and others), as well as student interaction and a teacher-curator on the principles of equal cooperation and partnership.
Currently, legal clinics are very widespread. Almost all law schools or law schools are trying to establish a legal clinic. The advantages of legal clinics are obvious - they benefit both the students giving consultations and their visitors - citizens, often belonging to the category of low-income.
The main models of work of legal clinics:
1. Personal consultation.
The visitor arrives at a certain time for an appointment by appointment or on a first-come, first-served basis. During the reception, the consultant conducts a survey of the visitor, gets acquainted with the documents, makes copies if necessary. During the consultation, an oral / written answer to the question can be given, procedural documents (claim, petition, complaint, etc.)
2. Remote consulting.
Remote consulting refers to responses to citizens' appeals via e-mail or regular mail.
3. Telephone consultations. So-called "hot lines" are formed, where students are on duty and answer citizens' questions by phone. Basically, such consultations are given on not very complex legal issues, or a recommendation is given to make an appointment for a personal appointment.
4. Field consultations.
Legal clinics can organize on-site consultations in social institutions (nursing homes, orphanages, etc.).
Ticket number 30
1 question: Modern teaching aids in the system of legal education
2. Simple PCS: Features of teaching historical legal disciplines: the history of the state and law of Russia, the history of the state and law of foreign countries, the history of political and legal doctrines
3. Comprehensive PKZ: Development in writing and conducting an open author's training session on any topic within any legal discipline
