Search

A Study the Criminal Law Teaching Approach to Promote "Three Recognitions" through "Three Qualities"

Author(s)

Min Lu*

Affiliation(s)

Law School, Guizhou University of Finance and Economics, Guiyang, Guizhou, China *Corresponding Author.

Abstract

The cultivation of professional knowledge and skills, as well as the effective education of people, are not only the functions of criminal law teaching but also its significant responsibilities. During the teaching process, the basic needs of the first level, encompassing knowledge, methods, emotional input, and output, and the second level, involving ethics education's progression from point-to-point to face-to-face interactions, have already been established. Nevertheless, the relationship between criminal law teaching and the cultivation of legal talents has been selectively overlooked, leading to a lack of a visible holistic perspective, consciousness perspective, and overall perspective in criminal law teaching. This has hindered the first two levels from fully realizing their potential effectiveness. Under the overarching concept of promoting "three recognitions" through "three qualities," an effective connection is established among the academic, regularity, practical aspects，course recognition, identity recognition, and professional recognition, facilitating the transformation and metamorphosis from the first level of basic teaching needs and the second level of actual expansion to the third level of aggregation. Specifically, the promotion of students' course recognition is achieved through regularity, their identity recognition through academic quality, and the construction and development of their professional recognition through practicality. The realization of "three recognitions" aims to continuously achieve the completeness and effectiveness of the cultivation of legal talents.

Keywords

Criminal Law Teaching; Cultivation of Legal Talents; Course Recognition; Identity Recognition; Professional Recognition

References

[1] Chen Xingliang. Criminal Law: Living from Death. Science of Law (Journal of Northwest University of Political Science and Law), 2010, 28(01): 18-30. [2] Ouyang Zihao. Teaching Guidance of Human Geography Logic. Northeast Normal University, 2020. [3] Cheng Xu, Luo Qi. An Analysis of the Dilemma and Outlet of Criminal Law Teaching. Journal of Political Science and Law, 2002, (04): 8-11. [4] Qian Yeliu. Problems and Reform of Criminal Law Teaching. Journal of Anhui University of Technology (Social Sciences), 2005, (03): 119-120. [5] Wu Ping, Kong Guorong. Discussion on the Teaching of Criminal Law to Realize the Seamless Connection between Teaching and Employment. Journal of East China University of Technology (Social Science), 2009, 28(03): 262-265. [6] Li Fangxiao. On the Cultivation of Logical Thinking in Criminal Law Teaching. China Law Education Research, 2007(02): 111-120+218. [7] Deng Zhongwen. The Teaching of “Criminal Law” Should Focus on the Cultivation of Students' Practical Ability. Education and Vocation, 2006(12): 115-116. [8] Zhang Jin. Discussion on Teaching Model of “Criminal Law” for Undergraduate Students in Colleges and Universities Based on Network Resource Platform. Journal of Social Science of YNUFE, 2011, 26(06): 149-150. [9] Lin Suya. Rethinking the Teaching Method of Criminal Law in the New Situation. Journal of Southwest Minzu University (Humanities and Social Sciences Edition), 2001(05):23-25. [10] Zhang Cheng. Preliminary Study on Practical Teaching Method of “Five-in-One”——Reflections on Law Teaching Reform. Research On Education Tsinghua University, 2000, (04): 139-142. [11] Li Xiaoming, Zhao Wenjing. Research on Criminal Law Interest and Inquiry Teaching Method. Journal of Anhui Vocational College of Police Officers, 2004(06): 75-77. [12] Zhao Wei. Research on “Three-dimensional” Criminal Law Teaching Method. China University Teaching, 2008,(07): 50-52. [13] Xiao Zhichuan. Discussion on the Curriculum Content of Criminal Law——The Arrangement of the Teaching Content of Criminal Law Course at Different Levels and Specialities in Colleges and Universities. Journal of Political Science and Law, 2005(02): 117-121. [14] Han Ling. Perfection of Law Practice Teaching Method under the Network Platform Teaching Model——From the Perspective of "Criminal Law" Teaching. Journal of Heilongjiang College of Education, 2015, 34(05): 63-65. [15] Jiang Boting. Application of Multimedia Teaching Methods in Criminal Law Teaching. Journal of Anhui University of Technology (Social Sciences), 2019, 36(02): 84-86. [16] Qiu Yuyu. Relevant Research on Teaching Resource Selection Mode of Criminal Law Micro-course Production. Course Education Research, 2019(30): 39. [17] Deng Zhongwen. Brief Analysis on Classroom Teaching of “Criminal Law”. Education and Vocation, 2006, (09): 111-112. [18] Jia Yu. Strengthening Criminal Law Teaching Team Construction, Improving Team Strength and Influence. Legal Education Research, 2011, 5(02): 59-74+345. [19] Ma Minge. Training of Law Talents and Teaching Methods of Criminal Law. Journal of University of International Relations, 2006,(04): 7-12. [20] Liu Jinyang. On the Whole, Part and Its Composition-Formal Analysis from the Perspective of Holism. Journal of Renmin University of China, 2021, 35(04): 141-150. [21] Sun Yuantao, Li Xia. Out of the Trap of "Teaching and Scientific Research"-Concurrently on the Original Meaning and Alienation of "Teaching Science". Research in Educational Development, 2020, 40(05): 62-68. [22] Tu Mingjiang. Meaning and Essence of Social Construction of Teachers' Practical Knowledge. Theory and Practice of Education, 2023, 43(25): 28-33.