Functions of teaching methods of law. Modern theory and methodology of teaching law as a science

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Textbook for universities

E.A. Pevtsova

THEORYANDMETHODTRAININGTHE RIGHT

Allowed

Ministry of Education Russian Federation as a textbook for students

higher educational institutions studying in the specialty 032700 "Jurisprudence"

BBK 74.266.7y73

Pevtsova E.A.

P23 Theory and methodology of teaching law: Textbook. for stud. higher. study. institutions. - M .: Humanit. ed. center VLADOS,

ISBN 5-691-01011-5.

The textbook is devoted to the theoretical and applied aspects of the methodology of teaching law. It systematizes the experience of legal education accumulated by practicing teachers from different regions of Russia. The authors reveal the methods, introduce the techniques and means of teaching law. Particular attention is paid to the role of the teacher in improving the legal culture of students and teachers, acquaintance with traditional and innovative technologies in the study of the subject.

The textbook is addressed to students of pedagogical universities, will be useful to school teachers and teachers of secondary specialized educational institutions.

BBK 74.266.7y73

"Humanitarian publishing

ISBN 5-691-01011-5 VLADOS Center ", 2003

Introduction

Section 1. Methods of teaching law as a pedagogical science

1.1. Subject, tasks, main functions of the methodology of teaching law

1.2. The role of the methodology of teaching law in the school system of the country

1.3. From the history of the formation of law as an academic discipline

1.4. Development of a modern system of teaching law

1.5 Basic concepts of legal education

1.6. Study literature on law and planning of legal education in school

Section 2. Methods, techniques and means of teaching law

2.1. Basic methods of teaching law

2.2. On methodological techniques of legal education

2.3. Visibility in teaching law

2.4. Methodology for working with legal documents

Section 3. Modern lesson rightfully

3.1. An educational lesson in law and the basic requirements for it

3.2. The main types, types and forms of training in law

3.3. Interdisciplinary and intracourse connections in legal training

3.4. Independent work of students in law

3.5. Diagnostics of the effective component of legal training

Section 4. The role of the teacher in legal education

4.1. Law teacher of the modern school

4.2. Methodological foundations of preparing a teacher for a lesson in law

4.3. Scientific organization of work of a teacher of law

Section 5. Traditional and innovative technologies of legal education

5.1. Innovation in teaching law. On the combination of traditional and innovative technologies in legal education

5.2. Law learning games

5.3. Legal teaching methods in the practice of schools

Section 6. Methods of teaching certain legal topics

6.1. Features of training sessions on the theory of law and constitutional law

6.2. Problems of teaching methods of certain branches of private law

6.3. Methodology for teaching topics on legal regulation of ecology and education

6.4. Teaching criminal law at school

Applications

Literature:

Introduction

“Law is the art of goodness and justice, it was created for the benefit of humanity,” noted our ancestors, thereby emphasizing the deep functional significance of studying the legal rules of behavior designed to ensure a stable and happy society. It is no coincidence that the need for a deeper study of his mysteries did not diminish in different eras, acquiring now one or another peculiarity. It is well known that it is in the law that many achievements of human culture are accumulated, which each generation of people passes on to their descendants through a translational function, trying to protect them, prevent disasters and misfortunes.

Sociological forecasts about the leadership of legal knowledge and legal sciences at the turn of the century turned out to be prophetic. Their ascent to the Olympus began in our country in the 90s of the XX century, and now the formation of a competitive personality, adequately oriented in modern world, it is impossible without studying the complex of legal knowledge.

Ranked research recent years show the popularity of the legal profession in the world, which, however, does not always correspond to the direct interests and desires of a person seeking to test his abilities in various fields of activity, where legal knowledge will certainly come in handy.

Education and upbringing are one of the oldest cultural activities of people. Acquiring a certain set of knowledge and skills, a person has always tried to pass them on to others. But the way in which this was carried out and how it is better to do it in the modern world has always attracted close attention of scientists who tried to understand the existing methods and approaches in the field of legal education.

This book is devoted to the theoretical and methodological features of teaching law and is addressed to students, teachers, designed to ensure the translation of complex legal structures and scientific concepts to students.

The textbook systematizes the experience of legal education accumulated over the years by practicing teachers in various regions of Russia. Acquaintance with a variety of author's methods, which are sometimes very different from each other, made it possible, however, to identify general scientific laws of legal education, which should be taken into account in their work by a teacher, especially a beginner.

The book presents some lesson-less developments that will help you understand the mechanism of applying certain techniques in practice.

The tutorial is divided into several sections, structured into separate paragraphs. They reflect the main didactic units of the State Standard of Knowledge, addressed to students of higher educational institutions of the Russian Federation, studying in the specialty 03.27.00-Jurisprudence, receiving the qualification "Teacher of Law".

The Appendix presents additional material, which can be used by both students, young professionals and experienced professional practitioners when working with children in the general education system. The book contains various pictures, tables, diagrams and other visual material that will help to intensify the process of legal training and education of citizens of our country.

Our ancestors had a wonderful aphorism: "Teaching, we learn ourselves." Indeed, no matter how many recommendations are given to us by specialists-scientists, practice creates an innumerable number of new, interesting options for teaching, studying this or that material. We learn a lot from our children, who creatively and naively perceive complex and seemingly insoluble problems for adults. In this book, the author did not try to make "discoveries", to challenge individual concepts - I just wanted to summarize a small grain of the experience that our teachers and lawyers have accumulated over many years of practice. And let such a book serve as a guideline for new discoveries on the path of legal education in the Russian Federation.

Chapter1. TRAINING METHODSRIGHT ASPEDAGOGICALTHE SCIENCE

1.1. Subject, tasks, main functions of teaching methodsright

Among the many sciences that exist in our society, pedagogical sciences play a special role, defining the humane mission of mankind - to pass on to their descendants all the knowledge that will allow them to create, change the world, live in peace and harmony. Raising and teaching those who own the future, our ancestors tried to find numerous patterns of how to do it better.

Alas, it was not immediately possible to understand: what should you teach your children? Why teach at all? and How to teach them? The Methodology tried to give answers to all the complexities of the questions posed, the main task of which, according to experts, was to find, describe and evaluate teaching methods that would be very successful and achieve good results. The subject of any methodology has always been the pedagogical process of teaching, which, as we know, includes both the teacher's activities and the work of students to master new knowledge.

The word "methodology" has deep historical roots and literally means "a way of knowing", answering the question: "How am I going to learn about this or that area of life, society, relationships between people?"

We are interested in the methodology of teaching law - one of the most mysterious and mysterious spheres of human life. Law as a result of the mental activity of people, being connected with their consciousness, nevertheless still remains a very difficult substance for cognition. In science, there is not even a single definition of this concept.

The formation over the years of certain concepts in the field of legal education and upbringing of the younger generation, as well as a system of methodological techniques with the help of which certain goals of legal education were achieved, made it possible to ascertain the fact of the birth of a relatively young field of knowledge - Methods of teaching law. This is the name of the pedagogical science of tasks, methods of teaching law. It is well known that the system

sciences can be conditionally divided into natural, social and technical sciences. Since jurisprudence belongs precisely to the category social sciences, then the knowledge of how to better study the legal reality and pass on to their descendants the skills of legal regulation of social relations in order to achieve a happy and organized society can be attributed to such sciences.

The methodology of teaching law has as its subject a set of methodological techniques, means of teaching law, the formation of skills and behavior in the legal sphere. it scientific discipline, which selects legal material for the school subject "Law" and develops, on the basis of general didactic theory, methodological means for the formation of legal culture in society. The method of teaching law allows you to improve educational process... Using her achievements, professional teacher can avoid mistakes, prepare really literate, well-mannered people who will worthy place in public life. It is no secret that today it is legal knowledge that makes it possible to successfully conduct business, actively participate in the political life of the country, or simply have a good income. The main tasks of the above science are:

Selection of educational legal material and the formation of special legal courses for the training system,

Creation of special legal training programs, textbooks and teaching aids,

Selection of teaching aids, determination of a system of methodological techniques and organizational forms of teaching law, as well as teaching a legal course,

Continuous improvement of methods of teaching law, taking into account the effectiveness of the application of existing ones. The methodology of teaching law is a very dynamic science, which is due not only to the fact that legislation is changing, which needs to be considered differently, new norms of law and models of people's behavior appear, but also by the fact that the approaches of scientists to the organization of legal education are changing, which provides for formation of the legal culture of society. Let's designate the main functions of such a science:

1. Practical and organizational. It allows you to give specific recommendations to teachers on building a competent system of legal training and education in the state. For this purpose, the experience of legal education abroad and in our country is generalized and systematized, certain patterns are revealed that have turned out to be very effective in the education and formation of human legal literacy.

2. Worldview. This function ensures the formation of certain stable views of trainees on issues of legal reality, an understanding of the value of law and its attitudes, and, consequently, the need to respect and comply with the laws of the state, the rights of the individual.

3. Heuristic. It allows you to identify some gaps in the study of legal issues and, if necessary, fill them with new ideas for the transmission and comprehension of legal life.

4. Prognostic. Within the framework of solving the problems of legal education, the formation of the legal culture of an individual, such a function allows one to foresee in advance the possible result of the learning process in the form of learning models and adjust the ways of achieving them.

area must learn to create its own methodology of legal teaching (even if it will not be of an author's nature and will be formed on the basis of existing approaches to teaching law, with special differences, in relation to a specific audience of students). It is well known that nothing unique cannot be repeated, which means that there is no point in blindly borrowing someone else's experience accumulated over the years and generalized by science. In this regard, the teacher of law must learn to creatively comprehend the proposed options for legal education.

Any training directly depends on goal-setting, that is, the definition of goals, which, as a rule, come from the state (or are fixed by its power) and are formed 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, organizing the cognitive activity of students, forms specific goal in the unity of its three components:

Training (we are talking about the assimilation of knowledge, abilities, skills);

Education (the formation of personal qualities, worldview);

Development (improving abilities, mental strength, etc.).

Allocate general goals and specific (operational). The latter are associated with the organization of individual events, lessons. In 2001--02. work was carried out to clarify the general goals of legal education in our country. The new state regulatory documents (the Concept of civic, social and legal education, the basic curriculum, instructional letters of the Ministry of Education of the Russian Federation) define the importance of educating a person with high level legal culture, well aware of their rights, duties and respecting the rights of other people, tolerant in communication, democratically and humanely inclined in resolving legal conflicts. The goals of legal education can also include:

Raising the level of legal culture of the society;

Education of a citizen capable of defending and defending his own and other people's legitimate interests, the formation of his active civic position;

Formation of the skills of lawful behavior, respect for the laws of the country and international law;

Formation of intolerance to violence, war, crime;

The study of national and democratic traditions and values, on the basis of which the improvement of law or the formation of its new attitudes takes place, etc. The modern integration of Russia into the world community has made it possible to pay special attention to the rules of international law and those democratic gains that people have managed to defend in the fight against lawlessness, evil and violence.

The content of teaching law at school is presented in the form of a module (part) of the State Standard of Knowledge of the Educational Area "Social Studies" diagnose the learning process so that the preparation of schoolchildren is carried out efficiently), and also expressed in programs, textbooks.

The methodology of teaching law studies the methods of activity in the field of legal education - methods that can be very diverse, but they all allow us to understand how to teach a modern student to law, how to develop his abilities, to form general educational skills and abilities. Experts identify the forms of teaching law: group, individual, etc. The methodology of teaching law has also created its own approaches to understanding the types of lessons (for example, introductory or repetitive-generalizing), means educational work(workbooks, reading books, videos, etc. - that is, what helps educational process and provides it).

The method of teaching law is based on the cognitive capabilities of children, the peculiarities of their age, physiological characteristics of the body. In this regard, law training in primary school will be markedly different from the same process in high school.

The effectiveness of legal education is also judged by the achieved level of knowledge and skills of students, and therefore in the field of teaching methods and law, a whole mechanism for diagnosing the quality of education has been developed.

The methodology of teaching law as a science is constantly being improved. New approaches of scientists to the learning process appear, things that are not effective in practice are becoming a thing of the past.

At the heart of any science, as a rule, there is a whole system of principles - initial principles, on which depends how this science will develop further, what it can give us today.

The modern method of teaching law is based on the following principles:

The variability and alternativeness of models of legal education means that there are many different approaches in the field of teaching law and they actually exist in practice (this is due to the lack of a unified, strictly compulsory 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 of knowledge);

A personality-oriented approach that ensures individualization and differentiation of teaching law (work with each student, based on his level of abilities, possibilities of perceiving legal material, which allows for the development, training of everyone who is involved in the educational process);

The maximum system for enhancing the cognitive activity of students based on their social experience(students should learn to independently acquire knowledge, actively participate in educational activities, and not be passive contemplators of what is happening, forcibly fulfilling the "instructions" of adults, teachers. In order for legal concepts to be better remembered and clear, it is recommended to diversify the theoretical provisions of science with examples real life in which the student is a participant - this is how his social experience is taken into account);

Education based on positive emotional experiences of the subjects of the learning process in the mode of dialogue cooperation "teacher - student" (legal training can be successful only at the level of mutually agreed, kind, respectful attitude of the teacher and students to each other);

Building a professionally competent and tested vertical of legal education, which has a multi-stage nature (teaching law in kindergarten, school, university). This means that legal training should be phased: starting at an early childhood, it continues until the senior level in school, of course, it is not limited to this;

Implementation research component into the system of mutually coordinated actions of a teacher and a student (in the process of teaching law, the teacher, together with his pupil, learns law, "discovering" new mechanisms of its action, systematizing, generalizing legal phenomena);

The use of modern methods of legal training, including telecommunication technologies, distance legal training and work in the Internet. New electronic textbooks on law, multimedia programs require a different teaching methodology. Increasing importance independent work students.

The traditional principles of teaching are taken into account: accessibility and feasibility; scientific character and taking into account the age, individual capabilities of students; systematic and consistent; strength; links between theory and practice; education in teaching.

It is worth agreeing that the method of teaching law is not only a science, but also a whole art, since there are no theoretical research or practical advice will never replace the variety of methodological techniques that are born spontaneously and empirically by teachers. Nevertheless, it has been proven that the most effective experience is created precisely on the basis of scientific knowledge, and not in spite of it.

1. 2. The role of teaching methods in law in the school systemcountry

Evolution of scientific schools in the field of methods of teaching law.

Modern Russian education is undergoing some changes, which in a certain way affect the system of legal education of schoolchildren. They are trying to pay special attention to him. However, the reduction in the number of hours for studying school subjects and the time for preparing homework presents special requirements and to the selection of legal material, and to the organization of training sessions.

The methodology of teaching law is designed to equip the teacher with a whole arsenal of professional tools, techniques, methods of teaching law.

It allows you to clearly formulate learning objectives at each stage. school life, provides the educational process with modern teaching methods.

This science is associated with social science, law and history, within which the content of education is developed.

It is impossible to ignore the fact that the methodology of law is associated with psychology, pedagogy, individual legal branch and applied sciences. The methodology of teaching law is the main assistant of a modern law teacher at school.

From practice, every teacher knows how important it is to constantly get acquainted with the work experience of colleagues in the field of legal training and education, to pay attention to the results experimental work, learn to analyze and apply the provisions of science.

Science finds its further development in practical activities law teachers who organize methodological sections, departments and other forms of joint creative work at school.

Experience has shown that research activities a teacher and a student who independently work on a certain topic, test new textbooks or teaching methods.

The domestic methodology of teaching law has developed thanks to the professional activities of many specialists who have devoted their works to various aspects of this science. The intensification of scientific research in this area begins only from the middle of the XX century. In the works of S.S. Alekseeva, B.C. Afanasyeva, G.P. Davydova, A.V. Druzhkova, L.K. Ermolaeva, D.S. Kareeva, V.V. Lazareva, Ya.S. Shatilo and many other authors raised the issues of improving cognitive activity in the process of legal education, explained effective methods of teaching law, it was proposed to pay attention to the practical orientation of legal knowledge that students should master.

To date, various scientific schools have developed in the domestic methodology of teaching law. However, the history of their formation begins in the past centuries.

For the first time in Russia, the question of legal education arose at the end of the 60s of the XIX century. in connection with the adoption of new laws. From December 5, 1866, juvenile criminals were sent to correctional and educational homes. Now it was necessary to create a whole system of legal education and training.

Legal education was actively discussed in the pre-revolutionary press. It was about the need for purposeful work on legal education.

Back in the first half of the 19th century. the ideas of experts were expressed that teaching law can “be reduced to jurisprudence, that is, a simple retelling of the current Russian legislation, while reporting fragmentary information from the field of state, civil and criminal legislation. The theory of the issue, the historical and philosophical understanding of the stated legislation were virtually absent ”2.

In the 70s of the nineteenth century. some authors have questioned the necessity and even usefulness of the lecture method of teaching3. Methodist V.M. Gerasimov argued that “lectures rightfully tire, ruin the learning process. The lecture system immersed the students themselves in apathy. It is contrary to their nature. " Professor of the Novorossiysk University P.E. Kazansky in 1899 came up with the idea of "active forms of teaching law." He believed that the methodology of law should be diverse, and students should be active participants in educational "dramatization", work with documents, research in the field of law. He even offered to buy dolls depicting senators, members of the State Council, etc. from law museums. They could be used in the course of the game in the classroom.

Prominent jurist L.I. Petrazhitskiy ridiculed this technique, stressing that “it's not about the walls, not about the form of buildings represented by plaster models ... oral speech teachers should never be opposed self-preparation student ".

At the turn of the XIX - XX centuries. the subject of discussion was the question of the proper language of teaching law and the system of assessment of trainees.

Since 1872, jurisprudence has been excluded from gymnasium programs, and many authors believe that law is the subject of higher specialized education. Its study "should help a person not only in resolving practical issues, but generate ideals, without which neither a comfortable state, nor a prosperous people are conceivable."

By the beginning of the XX century. the country's teachers argued the importance of stimulating independent cognitive activity of students, and therefore suggested strengthening work with legal sources, reports and abstracts. The “method of questions and plans” is being disseminated. With its help, the student acquired the ability to work with the text, to isolate the main thing, to repeat what was passed. However, following the psychologists' directive: “Repeat after a short period of time,” the teachers believed that there was no point in absolutizing only one teaching method.

Events in the political life of the 20s. had a significant impact on the methodology of teaching at school: exams, penalties, homework assignments, and scores of students' knowledge were canceled. The laboratory-brigade research method has appeared in the practice of schools. The students studied the sources, independently searched for answers to the questions posed. Guidelines on the organization of brigade-laboratory work were presented in the book by B.N. Zhavoronkova and S.N. Dzyubinsky "Mobile laboratory for social studies". Experts believed that this approach made it possible to individualize the work of everyone, but at the same time develop the skills of collective activity.

In subsequent years, the methodological recommendations were dominated by ideological attitudes: to form a firm conviction that our country is “the best”, to show the importance of the laws created, to guarantee the rights of people. Attention was drawn to the study of the works of the classics of Marxism-Leninism, the improvement of legal training and education. N.I. Kozyubra, V.V. Oksamytny, P.M. Rabinovich and others argued that the "political source" of the teacher's methodological activity should be the Program of the CPSU, decisions of its congresses, plenums, and the legal source - the Constitution of the USSR, the constitutions of the union and autonomous republics, current legislation. At the same time, it was proposed to distinguish between the main and secondary goals of education and upbringing. Experts insisted on the formation of respect for the law, using at the same time showing, explaining, arguing the role of law. “For this, it was recommended not to limit ourselves to a simple retelling of the rules of conduct, fixed in the law. Pupils were asked to compare law and morality, to pay attention to the values of socialist law ”3.

Methodologists have developed various ways to improve the effectiveness of law teaching. In the “Teacher's Library” series in the 70s and 80s, the Prosveshchenie publishing house publishes books on the methodology of law. Many of them were versions of lesson notes on specific topics.

In the 70s and early 80s, the works of L.S. Bakhmutova, V.V. Berman, G.P. Davydova, A.I. Dolgova, A.P. Kozhevnikova, E.I. Melnikova, A.V. Mitskevich, G.M. Minkovsky, A.F. Nikitina, V.M. Obukhova, A.P. Prokhorov and others on the theory of legal education, methods of teaching law issues at school. This is how the scientific basis for improving school legal education was created. In the methodological works, the characterization of the essence of the concept of "legal education" is given.

But researchers have differently explained the questions about the relationship between legal education and training. A.I. Dolgova considered legal education, legal propaganda, legal training as integral parts of the process of legal education. G.P. Davydov and V.M. Obukhov believed that legal education as a process of forming legal knowledge and skills has an independent meaning. In their opinion, legal training can and should create a basis for solving the problems of legal education - the formation of legal views, legal feelings, convictions, attitudes and experience as components of legal consciousness and legal culture.

G.P. Davydov, V.M. Obukhov et al. Revealed the peculiarities of the formation of legal consciousness in students. They substantiated the leading forms of lesson and extracurricular work with students of different age groups... The importance of combining verbal and activity-practical forms of legal education for the formation of the legal culture of an individual is revealed.

A step-by-step model of the activities of the teacher and students in the classroom on the basics of state and law was developed. It was recommended to use primary sources, audio-visual aids and other visual aids in the lesson. The list of sources includes fragments of speeches by V.I. Lenin's "The tasks of youth unions" and "What is Soviet authority? ", The codes of the union republics.

M.T. Studenikin, E.N. Zakharova, B.S. Dukhan, determining the pace, methods and forms of lessons, recommended "to proceed from the content of the topic, the characteristics of the class, to use collective forms of work, materials from radio, television, periodicals." It was assumed that the lessons of law should be varied. This can be seminars, laboratory work, role-playing games. The main thing is that "educational material for them is selected taking into account the need to explain to students the legal status of minors and their responsibility for the offenses." A training system has been developed using didactic material“On cards”. It was considered unacceptable to involve an excessive amount of historical facts in the legal content of lessons, to complicate the legal subject, or to completely copy the methods used in the process of historical education.

The difficulties of organizing the process of teaching law are highlighted. Firstly, the pupils of the 8th grade were not prepared to master the complex topics of constitutional law. Studying the Constitution of the USSR in the 80s differed from studying it in the 50s and the reduction of study time from 70 hours to 16 hours, and the lack of interconnection between the lessons of history and law. Therefore, it was proposed to transfer topics of a socio-political nature, economics, which are poorly assimilated by students, into the course of social studies, and into the course of law to introduce topics with a pronounced preventive focus on the offenses of schoolchildren.

Attention was also paid to the problems of assessing the knowledge of students in law. Recommendations were given for individual and frontal interviews. In particular, the methodology for preparing stories based on basic concepts, drawing diagrams on the board is explained. Improving the survey methodology aimed at raising the level of independent work of schoolchildren.

The eighth grade law course recommended interviews, consultations, and no more than one seminar. Many teachers organized a seminar on the topic: "Morality, as the communists understand it" - by studying the speech of V. Lenin at the III Congress of the Komsomol "Tasks of youth unions." It was recommended to start preparing for such a lesson 2-3 weeks before the lesson. At the first stage (organizational), the teacher communicated the topic of the lesson, motivated the students, with whom a work plan was developed. The teacher recommended the required sources, literature for study. Here, individual and group assignments were distributed, taking into account the degree of preparedness of students in history. At the second stage (preparation for the seminar), the teacher consulted, assisted students in preparing for the lesson. The third stage involved students' independent work at home and in the library. They selected the texts of sources, newspaper materials, made extracts, made detailed plans, prepared oral and written answers to questions of individual assignments. At the 4th stage (final), the teacher consulted the speakers, checked the students' readiness for the seminar.

A widespread form of lesson is rightfully becoming laboratory work with primary sources - the works of Lenin, documents of the CPSU. The teacher suggested assignments, taught to work with the text of the document. Practical classes with elements of search and creative activity of students were also popular. The latter were supposed to analyze the life situations of legal and moral character, solve cognitive tasks, participate in role-playing games. The methodologists believed that the main purpose of such lessons is to teach schoolchildren to apply theoretical knowledge in the analysis and assessment of legal situations encountered in life. It was important to form "an active civil position, to foster a willingness to participate in the protection of law and order." In the classroom, either all students or individual groups participated in the discussion of problems.

After completing the task, the group members defended their opinion or decision. When solving problems on social and legal topics, other techniques were used - each student in the group performed a certain part of the overall task. Problems of this type simulated real life situations in which a contradiction was deliberately set between the correct and not always correct understanding norms of law and morality. This was how the stability of positive motives among schoolchildren was tested when choosing a method of behavior. It was proved that the compilation of individual tasks by law should be carried out taking into account the knowledge and skills of students. Separate tasks should take into account the issues of vocational guidance for adolescents.

A great contribution to the development of these ideas was made by scientific methodologists A.F. Nikitin, V.M. Obukhov, Ya. V. Sokolov, V.V. Berman, A. Yu. Golovotenko. Special collections were created with assignments on law for independent work of students. Experts argued the need to "provide schoolchildren with additional legal information", going beyond the curriculum of the course on the basics of the Soviet state and law. This created a problematic situation in the lesson. The main thing was - "to ensure the complexity of solving educational and didactic problems with a minimum amount of time." A methodology for organizing conversations in the lesson about the norms of behavior in society has been developed; about the attitude towards elders; about the concepts of "duty", "honor", "conscience".

Attention was focused on the study of national legislation and its opposition to bourgeois law.

Much attention in the 2nd half of the XX century. paid to the methodology of the games. Scientists believed that “an educational game is an active method and form of education aimed at developing the legal consciousness of students through personal participation in a particular legal situation. The ultimate goal of the game is to form pupils' readiness to practically apply legal knowledge and skills. It differs from other types of learning in that it includes the dynamics of events. The educational game increases interest in legal knowledge, promotes the education of responsibility and discipline in schoolchildren. "

M.T. Studenikin recommended that pedagogues “when modeling a game, rightfully first formulate its didactic goal, determine the names, develop the content, including actual problems in it. Then the teacher should write a scenario of the game describing the specific situation in which the participants will have to act. It is important to be able to distribute the roles and private goals of each participant, to develop clear rules of the game for them. Before the start of the game, the teacher collects initial information, gives anticipatory tasks. During the game, depending on the complexity of the problem, additional information is entered. It is better if the students get it on their own, and the teacher only indicates how to get it from the textbook, documents. "

The means of enhancing the cognitive activity of students were questioning and interviewing. They were conducted by schoolchildren on questions developed together with the teacher.

A.A. Vagin created a technique for using punched cards in a history lesson, which was borrowed to consolidate the educational material in law. The use of punched cards was associated with the coding of student responses. This technique was used during an operational survey, requiring to establish the correctness or incorrectness of the statement, position. It was proposed to give an answer in the form of a conventional sign of confirmation of the correctness of the statement or its denial.

Experts considered dictation to be an important form of activity in the lesson of law. It was supposed to be introduced into the structure of the survey to make it easier to determine the degree of assimilation of legal concepts by students.

In the methodology of teaching law of the 80s, a system of using periodicals in the lesson has been developed. The teachers conducted a survey at the beginning of the year on the following questions: 1. From what sources do you get information on legal issues? 2. How often do you read newspaper articles on legal topics? 3. What materials do you like best and why? This was how the degree of preparedness of pupils to work with printing materials was determined. The schoolchildren were introduced to the methods of selection, generalization and storage of periodicals materials. The following form of notes was also used: on one half of the sheet, the text of an article from a newspaper was pasted, and on the other, students, under the guidance of a teacher, wrote down their comments on the text. Periodicals materials were used in the process of presentation of the material by the teacher; in the independent work of students in commenting on newspaper messages, in the formulation of cognitive tasks.

The study of human rights issues was carried out in the form of "correspondent hours". Each student was given an assignment: to find out the human rights situation in the country using newspaper materials. We also paid attention to the United States and developing countries.

The main attention in the lessons of law was occupied by the formation of students' moral qualities: love for the homeland, intolerant attitude towards violators of order, friendship and brotherhood of the peoples of the USSR. Since the end of the 80s. Methodists recommended strengthening work with such concepts as duty, honor, conscience, justice. The lesson included elements of discussion and polemics.

In the works of A.V. Druzhkova systematized the experience of practitioners and scientists in the field of methods of law and social studies, developed new approaches to the typology of lessons, content, methodological techniques and means of implementing intersubject connections. Anti-communist concepts of social development were criticized in the study of social science.

Pupils were asked to replenish their knowledge by acquainting themselves with books "for reading". A great contribution to the realization of the genre of such literature was made by S.S. Alekseev.

The need for close cooperation with law enforcement agencies was justified by many experts. Specific guidelines for the study of legal topics were developed by G.P. Davydov, G.V. Parabashov, V.E. Bychko, A. Yu. Golovotenko, A.F. Nikitin, E.N. Zakharova, G.N. Loskutova, E.A. Lukyanova, S.G. Kelina, I.Z. Ozersky, V.M. Obukhov, N.G. Samischeva, P.I. Seruzhniy, Ya. V. Sokolov, N.G. Suvorova, V.V. Berman, D.N. Zhuravlev, L.N. Mysova, N.V. Nazarov, L.Kh. Polad-Zade.

Experts believed that the lessons should be variable. Teachers were presented methodological developments extracurricular activities.

In the 90s. XX century intensified the activities of various authors to develop new approaches in the field of teaching law. In 1999 the St. Petersburg public organization, humanitarian pedagogical center "Citizen of the XXI century".

Under the leadership of N.I. Eliasberg brought together scientists, school teachers, lawyers, human rights defenders, participants of the "Jurisprudence in School" project. This is how the integral system of ethical and legal education of schoolchildren from grades 1 to 11 was theoretically substantiated and developed in detail. Created by training and metodology complex books (concept, programs, methodological recommendations, anthologies, books for reading, textbooks and manuals, books for teachers - only 38 titles in a volume of 229 pp.). In 1997, an experiment began to introduce the legal education system into the mass practice of schools. Seminars were held to train teachers in new approaches in the field of methods of teaching law. In Kazakhstan, Kyrgyzstan and neighboring countries, schools have appeared that successfully work according to this system. Legal education began to be carried out in St. Petersburg from the 1st to the 11th grades. Its goal: to lay the foundations of the legal culture of students, to contribute to the formation of a person who has a sense of his own dignity, who knows and respects human rights and freedoms, ready to protect them.

Undoubtedly, a great contribution to the development of legal education in Russia was made by the activities of the Project of the Russian Foundation for Legal Reforms "Legal Education at School" in the late 90s. XX century - the beginning of the XXI century. In the 1997-99s. a comprehensive legal course "Fundamentals of Legal Knowledge" for 7, 8-9, 10-11 grades has been developed and equipped with appropriate manuals. Since 2001, textbooks have been created, technologies have been developed for teaching children of grades 5-6, primary school. Through the efforts of well-known authors: V.V. Spasskoy, S.I. Volodina, A.M. Polievktova, V.V. Navrodnaya, T.V. Kashanina, Suvorova, E.A. Pevtsova and others - new systems of interactive teaching in law have been developed, recommendations have been prepared for teachers for conducting legal lessons, interesting foreign methods have been translated into Russian reality, including the technology of critical thinking. For the first time in Russia, a federal system of training and retraining of teachers of law has been created, audio and video materials have been prepared on law.

Within the framework of the project "Legal education at school", for the first time, an optimal system of competent legal education was created, where the legal content of new courses and their methodological support... The experiment on teaching law was carried out throughout the country. We can say that this was the first and most successful version of modeling legal education in a modern country, which had a good scientific base and support from practitioners.

Within the framework of this concept of teaching law, numerous seminars were held in various regions of the country, international conferences and meetings, as well as All-Russian Olympiads. Unique books have been created on the methodological skills of law teachers and their qualifications improvement. Methods of a non-traditional nature, a system for training tutors in the regions, who began to explain new technologies for teaching law to their colleagues, have been developed. An important role in this was played by the activities of V.V. Spasskoy, SI. Volodina and others.

Since 1996, the Consumer Education Program has been launched, sponsored by George Soros, an American entrepreneur and public figure. P. Kryuchkova, E. Kuznetsova, Yu. Komissarova, A. Ovsyannikova, D. Sork, A. Fontanova developed a system of methodological techniques and teaching aids in legal aspects of consumer relations.

Much work in the field of creating an unconventional methodology for teaching law has been carried out by the Youth Center for Human Rights and Legal Culture of the Russian Human Rights Movement. V.V. Lukhovitsky, S.A. Dyachkova, N.M. Kleimenova, A.A. Lukhovitskaya, I. V. Mukosey, O. G. Pogonina, E.L. Rusakova, O. V. Trifonov became the authors of many books on the methods of teaching law. They tried to move away from the monologue principle of presenting material, deciding to acquaint schoolchildren with different points of view on the problems being studied, to compare differing opinions and facts. Experts have argued that the student must develop his own position on various issues related to human rights. Developed by new technique work with texts different types... These included: legal documents; fables, parables, anecdotes, aphorisms; journalism; fictional prose (world and Russian classics, science fiction, fairy tales), classical and modern poetry, author's song. The content of the legal material is presented in the books not according to the chronological principle, which reflects the history of the emergence and development of human rights ideas, but according to thematic: an unconventional system of working with texts - "communications", texts - "provocations", texts - "bridges" has been created. " are based on international and modern Russian legislation.The methodologists drew attention to the differentiation of legal education (students are offered tasks different levels difficulties). System developed working together students when organizing discussions, activities in pairs, microgroups. This contributed to the development of intellectual, social and communication skills. Based on the work with texts, students could reproduce the information received (retelling, drawing up a plan, highlighting main idea), its analysis (separation of facts and opinions, assessment of arguments); comparing different points of view and developing your own position. Project work (independent collection of information on a legal problem, writing an essay, essay, research) was widely developed. Preference was given to role-playing, imitation, story-driven games.

In Perm, I. Bocharov, O. Pogonina, T. Pomadova, A. Suslov, A. Tsukanov and others have developed new pedagogical technologies of legal education. N.P. Charnaya showed that their feature is personality-oriented characteristics. Models of the so-called "organizational-activity games" (ODI) have been created, the founder of which is G.P. Shchedrovitsky.

Through the efforts of Tambov colleagues, in particular I.G. Druzhkina, developed a methodology for active forms of work in the course "Your Rights" for primary school students.

Since 1991, some schools in Tambov have been involved in the experiment on the study of legal courses. For example, at school No. 8, students studied the ABC of courtesy in the 1st grade, the course “I, You, We” in the 2nd grade, and “Your rights” in the 3rd grade. Tambov's specialists have developed organizational and methodological conditions for legal education. These included: consistency and continuity by years of study; the unity of verbal and activity forms of training and education; the unity of lesson and extracurricular work on legal education; stimulation cognitive activity junior schoolchildren, the use of different forms of classes, types of activities, didactic means; constant control of the teacher over the achieved results in order to adjust his further work with students.

The model of the schoolchild's training at the initial stage of legal education has been prescribed. According to I.G. Druzhkina, by the time of transition from primary school to secondary school students should:

1. Know the specific rules of behavior in the family, at home, at school, on the street, in transport, in cultural institutions, in places of recreation and understand the need for their implementation; be able to explain these rules to other children; choose a way of behavior in accordance with the existing rules, follow them; value public order and activities to protect it; strive to be organized and disciplined.

2. Have an understanding of human rights recognized by the world community; understand the value of human life, health, freedom and dignity of people, respect their rights, have a negative attitude towards cruelty and violence, nationalism, violation of individual rights; strive to know their rights and obligations, react negatively to humiliation, neglect of oneself and others; know how to protect your rights.

3. To know what actions and deeds are prohibited by law, to be able to explain why one should not act so; strive not to violate prohibitions, to be law-abiding.

4. Have an idea of the Constitution of the Russian Federation, know the state symbols of the Russian Federation, understand the following words: "law", "constitution", "citizen", "state".

5. Have experience of lawful disciplined behavior, observance of the rules of politeness in dealing with peers and elders.

It is legal training, according to I.G. Druzhkina, forms the learning skills that are necessary for the successful mastering of the program of any academic subject, and therefore every teacher should be interested in it. Among them:

Oral presentation skills (the ability to argue your point of view, listen to the interlocutor, respect his opinion; lead a discussion);

Ability to independently highlight problematic issues in the topic;

Ability to evaluate one's own and other people's behavior;

Ability to work with a book;

Ability to systematize knowledge.

Nizhny Novgorod specialists have created their own approaches to teaching law. M.A. Subbotina suggested studying legal issues within the framework of the regional course "Civic Education" in grades 5 and 6.

The Yekaterinburg school of law also became more active. Under the leadership of S.S. Alekseeva developed a legal course, a methodological system for the study of complex legal structures based on historical facts and the reality of life. A.F. Nikitin, A.N. Ioffe, T.V. Bolotina, O. V. Kishenkova, E.S. Korolkova, V.O. Mushinsky, L.N. Bogolyubov, A. Yu. Lazebnikova and others within the framework of the integration of legal and other social science courses. Thanks to the efforts of well-known specialists in the field of law: S.A. Morozova, A.V. Ilyina, A.V. Vorontsov and others - the study of issues of the history of law at school has intensified.

A system of "concentric circles" in the methodology of teaching law has been developed. Its author is V.O. Mushinsky proved that in the content of the school's legal courses it is necessary to adhere to the following scheme:

In the 90s of the XX century. attention is paid to a new type of tutorial - workbook... M.I. Shilobod et al. Developed a system of varied assignments by law in the form of creative tasks, schemes, etc. 1, which must be used in the classroom for students to independently work with topics.

A.F. Nikitin proposed his own method of working with individual assignments for the course "Law and Politics" 2. The tasks were dominated by questions of the type: "compare", "express your opinion", "explain the position." A system of tests has been developed.

S.I. Volodina, A.M. Polievktova, E.M. Ashmarina, S.V. Belogortsev, SJ. Makarov, V.V. Navrotskaya, E.A. Pevtsova, A.N. Fontanova, M.N. Tsepkova, N.G. Suvorova developed a new method of legal education using traditional and active forms. In particular, the legal material was supposed to be studied using the method of forming critical thinking. At the first stage - the challenge - the students' existing knowledge on the topic was updated; at the 2nd stage - comprehension - the students got acquainted with new information, concepts. For this, a variety of techniques were used: reading text with stops, marking text with symbols, compiling tables. At the 3rd stage - reflections (reflections) - the students comprehend what they studied in the lesson, expressing it in their own words. Here the following techniques were used: group discussion, writing a mini-essay or essay, drawing up a diagram.

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Recently, there has been a tendency for the in-depth development of legal education, there are significant changes in the pedagogy and methods of teaching legal disciplines. This is due to the increasing dissemination of humanistic values in society, increased attention to improving educational methods that would reflect the level of understanding of the scientific and social nature of the surrounding world and would be of decisive importance for increasing the effectiveness of teaching the discipline.

Scientifically grounded qualitative methodology of teaching legal disciplines, being a necessary component of modern education, is of great importance. It should be aimed at improving the quality of educational activities, the level of professional training of students, increasing their interest in the acquired profession.

Among the most significant components of the methodology for teaching legal disciplines are: rationalization of the subject, setting goals and objectives of teaching; structuring the subject; determination of methods and techniques of teaching; identification and use of assessment tools; planning of educational activities.

Teaching method Is a process of interaction between a teacher and students, as a result of which there is a transfer and assimilation of knowledge, skills and abilities provided by the content of training. V modern pedagogy There are many classifications of teaching methods, but in one of the most relevant, all methods are typologized into passive or traditional, active and interactive. The basis for this classification is the level of student involvement in educational activities, which is one of the main criteria for the effectiveness of education.

Consider these teaching methods and the peculiarities of their application in teaching legal disciplines.

Traditional methods(lecture, demonstration, illustration, explanation, story, etc.) imply a one-sided influence of the teacher on the student, the students are passive participants or objects of the educational process. The essence of the traditional organization of the educational process lies in the transmission of information by the teacher and in its subsequent reproduction to the student. The student is in a situation where he only reads, hears, speaks about certain areas of knowledge, taking only the position of the perceiver. With the help of passive methods, a significant amount can be transferred in a short time period. educational information, they help the teacher to control the volume and depth of study of the educational material, the learning process, the results of educational activities.

The most common method in teaching practice in general and teaching legal disciplines in particular is a lecture. There are the following types of lectures: introductory, current, overview, generalizing; illustrative and problematic, etc.

Explanation - a verbal interpretation of the essential properties of the educational material. The explanation is intended to prepare students for educational activities, familiarize themselves with new educational material, systematize and consolidate educational material.

Storytelling is an oral narrative presentation of educational material.

It is characteristic that a one-way form of communication is present not only in lectures, but also in seminars. The only difference is that it is not the teacher, but the student who transmits some information. These can be answers to questions posed by the teacher before the start of the seminar, abstracts, reproduction of lecture material. It should be noted that this form of teaching only to a small extent corresponds to the principles of the competence-based approach.

Using active teaching methods(dialogue, conversation, etc.) the centric influence of the teacher on the audience is weakened, their interaction appears. Conversation is a teaching method in which the teacher, by posing a well-thought-out system of questions, organizes the effective mastering of new educational material by students, consolidation or verification of previously mastered knowledge. Questions from teacher to learners and from learners to educator and between learners are one of the most common teaching methods. In modern legal education, special attention is paid to social problems, debatable issues, value conflicts and ways of making well-considered responsible decisions.

Consideration of complex contradictory social issues is one of the main methods of legal education, since law and politics are most clearly manifested and reveal their purpose precisely in problem situations. Discussion helps students discover such problems - painful points of society, understand them and the different points of view that exist in connection with these problems, form their own position, explore it, make an informed and responsible decision about the problem and act in the chosen direction.

Discussion involves the discussion of an issue or a group of related issues by competent persons with the intention of reaching a mutually acceptable solution. Discussion is a kind of controversy, close to controversy, and is a series of statements, in turn, expressed by the participants. The result of the discussion is an objective judgment supported by all participants in the discussion or their majority. Discussion, like debate, is an effective and objective way of communicative, intellectual and social exploration of complex, conflicting issues.

Interactive learning Is a way of cognition in the form of joint student activity, in which all participants interact with each other, exchange information, jointly solve problems, model situations, evaluate the actions of others and their own behavior, immerse themselves in a real atmosphere of business cooperation to resolve a specific problem.

Implementation of the Federal State Educational Standards of the Higher vocational education(FSES HPE) on the basis of the competence-based approach actualized the importance of using educational technologies and interactive methods in the learning process.

In the 80s of the XX century. The National Training Center (USA, Maryland) conducted a study, as a result of which the teaching methods were ranked based on the level of mastering of the educational material. The learning pyramid looks like this:

Thus, as can be seen from the table, passive methods have the lowest percentage of mastering the educational material, while active and interactive methods have the highest.

The use of interactive forms and methods of teaching in the process of studying at the university will allow the student to gain experience in mastering the content of future professional activities in conjunction with practice, the development of communication and interaction skills in a small group, encouragement to flexible change of social roles depending on the situation, the development of skills of analysis and introspection in the process of group reflection, the development of the ability to resolve conflicts, the ability to compromise.

Consider the main interactive methods training, the use of which is most appropriate in the teaching of legal disciplines.

In legal education, one of the common interactive methods is modeling, which is the construction and study of models of real-life objects, processes or phenomena in order to obtain explanations of these phenomena. The purpose this method is an effective solution to problem situations.

Education professionals note great importance games as a learning tool. Educational games are characterized by a clearly defined learning goal and the corresponding pedagogical result. The educational game as a teaching method has the following advantages: the game arouses interest and motivates educational activities, learning acquires a practical orientation, the game connects educational activities with real life problems, develops the intellectual, communicative and creative abilities of students, develops the ability to solve problems and make decisions. There are many classifications of educational games. In legal education, the most commonly used types are plot, role-playing, business, imitation, didactic or educational games.

Business game is one of the most common methods of legal education. A business game is an imitation of a specific situation, real conditions. The goal is the formation of professional competencies in conditions of imitation of real conditions, in the development of specific specific operations; modeling the corresponding workflow; decision making and training in the legal field of activity.

Role-playing game how a teaching method aims to solve a problem through research different ways behavior in specific situations. Students get used to the role of other people and act within their framework. In role play, students are given usually unfinished situations and they must make a specific decision, resolve the conflict or complete the proposed situation.

Didactic games, intellectual or cognitive games have fixed rules. V didactic games the task of students is to mobilize existing knowledge and make decisions quickly, be resourceful and win the competition as a result.

Training court or the simplified method judicial trial allows students to act out a lawsuit in educational purposes... Simulation of litigation has recently been very popular both at school and at the university. The main educational goals application of the mock court in the classroom are: getting students an idea of the purpose of the trial; understanding the fundamental foundations of the legal mechanism by which society resolves most conflicts; development of collectivism among students, the ability to work in a team; The moot court allows students to better understand the roles of individual litigants and other purposes. The moot court can be based on real cases and reproduce well-known lawsuits, as well as on fictional ones. It is necessary to strictly adhere to the procedure of the mock court chosen for modeling, as this significantly improves the quality of the judicial process and helps to understand its social significance.

Brainstorming, Brainstorming- This is a method in which any student's answer to a given problem question is accepted. It is an effective method used when there is a need to discuss controversial issues, collect a large number of ideas in a short period of time, ascertain the awareness or preparedness of the audience. During the brainstorming session, participants freely exchange ideas as they arise, so that everyone can develop other people's ideas.

POPS-formula used when organizing disputes, discussions. Its essence is as follows. The student expresses:

NS- position (explains what his point of view is);

O- justification (not only explains the position, but also proves it);

NS- example (when explaining the essence of his position, he uses specific examples);

WITH- consequence (makes a conclusion as a result of discussion of a certain problem).

The POPS-formula can be used for a survey on the topic covered, when consolidating the studied material, checking homework.

Case method (analysis of specific situations). The method of analysis of specific situations has about 30 modifications, one of which is the Case-study. It is a teaching technique using descriptions of real-life situations. Students are asked to analyze the situation, understand the essence of the problems, propose possible options solutions and choose the best one. The case method is characterized by the activation of students, stimulating their success, emphasizing the achievements of the participants. It is the feeling of success that is one of the main driving forces method, contributes to the formation of stable positive motivation and the increase in cognitive activity.

Training Is the process of acquiring skills and abilities in any area by performing sequential tasks, actions aimed at achieving the development and development of the required skill.

One of the most important tasks of legal education is skill work with printed, audiovisual and visual materials related to jurisprudence, as well as conduct legal correspondence. Print, audiovisual and visual materials are an important alternative source of knowledge to complement educational literature. They help to motivate, stimulate, intensify educational activities; increase the intensity of the learning process by activating previously acquired knowledge; deepen and expand the process of cognition; develop critical, analytical thinking, observation.

Effective use legal correspondence is a high indicator of legal literacy of students. Legal correspondence is a form of written activity of citizens that contributes to the development of the legal space in society and is a necessary part of everyday practice, which, with the competent application of legal means, is aimed at regulating state, public and personal political, economic and cultural relations.

Legislative educational activity is aimed at establishing and developing legal relations and creating a legal space both in the classroom and outside it. In the process of law-making educational activities, students receive the necessary legal and civil knowledge, skills, and abilities.

So, interactive methods allow you to create an educational environment in which theory and practice are mastered at the same time, and this makes it possible for students to develop a legal worldview, logical thinking, literate speech; to form critical thinking; identify and realize individual opportunities. At the same time, the educational process is organized in such a way that students are looking for a connection between new and already acquired knowledge, make alternative decisions, form their own ideas and thoughts using various means, and learn to cooperate.

Literature

1. Toolkit for trainers for teacher training / Ed. B. Chorak, G. Schwartz. Open Society Institute, Street Law, Inc., 2010.

2. Kropaneva E.M. Theory and methodology of teaching law. Tutorial... Yekaterinburg, 2010 .-- 167 p.

Jurisprudence in the system liberal education... The question of the relationship between legal science and other humanities... Complexity in the study of general theoretical and branch legal disciplines. The meaning of inter- and intra-subject connections.

Topic 3. The concept and types of forms of teaching jurisprudence.

General concept teaching methods. Types, forms and methods of teaching jurisprudence. Advantages and disadvantages of traditional and innovative forms of teaching. Advantages and prospects of an integrative form of teaching jurisprudence.

Topic 4. Specificity of jurisprudence as an applied discipline.

Practical focus of legal education. The use of official acts in the study of law. The ratio of dogmatic (theoretical) and practical (visual) material in the process of teaching jurisprudence.

The lecture is the main link in the didactic training cycle. Functions of lectures. Classification of lectures by purpose and form. Advantages of a lecture-dialogue. Seminars and workshops. Types of seminars. The structure of practical training. Evaluation criteria for lectures and seminars.

Topic 6. Game forms of teaching legal disciplines

The role of examples of legal practice and business games(solving incidents (tasks), legal dispute, litigation, registration, paperwork, etc.) in the process of studying law. Methodology for compiling tests in jurisprudence and conducting olympiads in law.

Seminars and workshops topics

Topic 2. The originality of jurisprudence as a teaching subject.

1. Jurisprudence in the system of humanitarian education.

2. The ratio of legal science and other humanities.

3. Complexity in the study of general theoretical and branch legal disciplines.

4. The value of inter- and intra-subject connections.

Topic 3. The concept and types of forms of teaching jurisprudence.

1. The general concept of teaching methods.

2. Types, forms and methods of teaching jurisprudence.

3. Advantages and disadvantages of traditional and innovative forms of teaching.

4. Advantages and prospects of an integrative form of teaching jurisprudence.

Topic 5. Methods for preparing and conducting lectures and seminars.

1. The concept and history of the development of lectures as a form of teaching.

2. Classification of lectures by purpose and form.

3. Concepts and merits of a lecture-dialogue.

4. The concept of seminar and practical training... Types of seminars.

5. The structure of practical training.

6. Criteria for evaluating lectures and seminars.

Topic 6. Game and other forms of teaching legal disciplines

1. Concept and types game forms teaching.

2. The role of examples of legal practice and business games.

3. Solving incidents (tasks) as a method of teaching law.

4. Legal dispute, litigation, registration, paperwork, etc.) in the process of studying law.

5. Methods of drawing up tests in jurisprudence and conducting olympiads in law.

Literature for all subjects of the discipline

Acts and documents

1. Order of the Ministry of Education and Science of the Russian Federation of December 14, 2010 No. 1763 "On the approval and implementation of the Federal State educational standard higher professional education in the direction of training 0030900 "Jurisprudence".

2. Federal target program for the development of education for 2006-2010. // Legal education and science, 2006, № 1.

3. Order of the rector of Altai state university from 07.05. 2009 No. 43 / p. "Methodological recommendations for expert assessment of the quality of training sessions." Recommended by NMS Alt.GU from 04.03.2009.

The main

1. Perevalov, V.D. Theory of state and law / V.D. Perevalov / M. -2010.

2. Ryzhov V. N. Didactics. Study guide - M .: Unity-Dana, 2012.

3. History of political and legal doctrines: textbook. for universities / Moscow State Law Academy; under total. ed. O. V. Martyshina. - M .: NORMA, 2010 .-- 912 p.

Additional

1. Siniyukov V.N., Syunyukova T.V. On the development of university and applied education in Russia // State and Law, 2010, no. S.33-42.

2. Enikeev Z.D. Guidelines for the development of legal education in modern Russia // State and Law, 2010. P. 23-33.

3. Kenenova I. Methodology and methods of teaching constitutional law foreign countries/ I. Kenenova // Comparative constitutional review. -2009. - N 6.-C. 66-71.

4. Kruglova N.V. Psychological preparation of law students for the professional activity of an investigator / N.V. Krugova // Secondary vocational education. -2010. - N 4.-C. 19-20.

5. Tomsinov V.A. Legal education and jurisprudence in Russia in the 60-70s years XIX century: article six / V.A.Tomsinov // Legislation.-2010. - N 10.-S. 88-94.

6. Akhundova S.L. Interdisciplinary communications as a means of realizing the integrative capabilities of the subject "Cognition of the World" / Akhundova S. L. // Actual problems modern science. -2009. - N 2.-C. 52-56.

7. Urumov A.V. Didactic principles of teaching the discipline "Theory of State and Law" / Urumov A. V. // Legal Education and Science. -2010. - N 3.-C. 25-29.

Sample questions to prepare for the test

1. The history of the origin and development of legal education abroad and in Russia.

2. State of the art domestic legal education.

3. Jurisprudence in the system of humanitarian education.

4. The ratio of legal science and other humanities.

5. Complexity in the study of general theoretical and branch legal disciplines

6. The concept and meaning of inter- and intra-subject connections.

7. The general concept of teaching methods.

8. Types, forms and methods of teaching jurisprudence.

9. The concept of traditional and innovative forms of teaching.

10. Concept and types of lectures.

11. The concept of types of seminars.

12. Criteria for evaluating lectures and seminars.

13. The concept and types of game forms of teaching.

14. The role of examples of legal practice and business games in teaching law.

15. Solving incidents (tasks) as a method of teaching law. Legal dispute, litigation, registration, paperwork, etc.) in the process of studying law.

16. Methodology for drawing up tests on jurisprudence

17. Methods of conducting Olympiads in law.

To be admitted to the credit, the master student must prepare the text of the lecture on the topic chosen by him within the framework of his own specialization, highlighting the following blocks:

2) Teaching method;

3) The objectives of the lecture (teaching, developing, educational);

4) Stages of the lesson

1.1. Organizational

1.2. Block of theoretical material

1.3. The block for applying the knowledge gained (solving a problem, analyzing examples of judicial practice, etc.)

1.4. Summing up the lecture.

The lecture is drawn up in compliance with the requirements for the design of coursework and control works, and is presented directly to the teacher on the day of the test.

The general concept of teaching methods. Types, forms and methods of teaching jurisprudence. Advantages and disadvantages of traditional and innovative forms of teaching. Advantages and prospects of an integrative form of teaching jurisprudence.

Topic 4. Specificity of jurisprudence as an applied discipline.

Practical focus of legal education. The use of official acts in the study of law. The ratio of dogmatic (theoretical) and practical (visual) material in the process of teaching jurisprudence.

Topic 5. Methods for preparing and conducting lectures and seminars.

Topic 6. Game forms of teaching legal disciplines

The role of examples of legal practice and business games (solving incidents (problems), legal dispute, litigation, registration, paperwork, etc.) in the process of studying law. Methodology for compiling tests in jurisprudence and conducting olympiads in law.

4. Independent work of students in the special course "Methods of teaching law"

Independent work of students includes the study of all sections of the course. Independent work of students involves mastering theoretical foundations teaching and, above all, performing practical assignments related to the direct formation of teaching skills.

Seminars and workshops topics

Topic 1. The originality of jurisprudence as a teaching subject.

1. Jurisprudence in the system of humanitarian education.

2. The ratio of legal science and other humanities.

3. Complexity in the study of general theoretical and branch legal disciplines.

4. The meaning of inter- and intra-subject connections.

Topic 2. The concept and types of forms of teaching jurisprudence.

1. The general concept of teaching methods.

2. Types, forms and methods of teaching jurisprudence.

3. Advantages and disadvantages of traditional and innovative forms of teaching.

4. Advantages and prospects of an integrative form of teaching jurisprudence.

Topic 3. Methods for preparing and conducting lectures and seminars.

1. The concept and history of the development of lectures as a form of teaching.

2. Classification of lectures by purpose and form.

3. Concepts and merits of a lecture-dialogue.

4. The concept of a seminar and practical lesson. Types of seminars.

5. The structure of practical training.

6. Criteria for evaluating lectures and seminars.

Topic 4. Game and other forms of teaching legal disciplines

1. The concept and types of game forms of teaching.

Among the many sciences that exist in our society, pedagogical sciences play a special role, defining the humane mission of mankind - to pass on to their descendants all that knowledge base that will allow them to create, change the world around them, and live in peace and harmony. Raising and teaching those who own the future, our ancestors tried to find numerous patterns of how to do it better. Alas, it was not immediately possible to understand: what should you teach your children? Why teach at all? How do you teach them? The methodology tried to give answers to all the complexities of the questions posed. The main task of which, according to experts, was to find, describe and evaluate teaching methods that would be very successful and achieve good results. The subject of any methodology has always been the pedagogical process of teaching, which, as we know, includes both the teacher's activities and the work of students to master new knowledge.

The formation over the course of many years of certain concepts in the field of legal education and upbringing of the younger generation, as well as a system of methodological techniques, with the help of which certain goals of legal education were achieved, made it possible to ascertain the fact of the birth of a relatively young field of knowledge - methods of teaching law. This is the name of the pedagogical science of tasks, methods of teaching law. It is well known that the system of sciences can be conditionally divided into natural, social and technical sciences. Since jurisprudence belongs precisely to the category of social sciences, then knowledge about how to better study legal reality and pass on to your descendants the skills of legal regulation of social relations in order to achieve a happy and organized society can be attributed to such sciences.

The methodology of teaching law has as its subject 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 school subject "Law" and develops, on the basis of general didactic theory, methodological means for the formation of legal culture in society. The method of teaching law allows you to improve the educational process. Using her achievements, a professional teacher can prepare really literate, well-mannered people who will take a worthy place in public life. It is no secret that today it is legal knowledge that makes it possible to successfully conduct business, actively participate in the political life of the country, or simply have a good income.

The main tasks of the above science are:

1) selection of educational legal material and the formation of special legal courses for the training 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 use of existing ones Pevtsova E.A. Theory and methodology of teaching law: Textbook. for stud. higher. study. institutions. M., 2003.S. 11 ..

The methodology of teaching law is a very dynamic science, which is due not only to the fact that legislation is changing, which needs to be considered differently, new norms of law and models of human behavior appear, but also by the fact that the approaches of scientists to the organization of legal education, which provide for the formation of legal culture of society.

Let's designate the main functions of such a science:

1. Practical and organizational. It allows you to give specific recommendations to teachers on building a competent system of legal training and education in the state. For this purpose, the experience of legal education abroad and in our country is generalized and systematized, certain patterns are revealed that have turned out to be very effective in the education and formation of human legal literacy.
2. Worldview. This function ensures the formation of certain stable views of trainees on issues of legal reality, an understanding of the value of law and its attitudes, and, consequently, the need to respect and comply with the laws of the state and individual rights.
3. Heuristic. It allows you to identify some gaps in the study of legal issues and, if necessary, fill them with new ideas for the transmission and comprehension of legal life.
4. Prognostic. Within the framework of solving the problems of legal education, the formation of the legal culture of an individual, such a function allows one to foresee in advance the possible result of the learning process in the form of learning models and adjust the ways of achieving them.

Within the framework of the methods of teaching law, the issues of organizing specific training sessions in law, diagnostics of knowledge and skills of students, as well as the scientific organization of teacher and student labor are considered. Any professional in this field must learn to create his own methodology of legal education (even if it is not of an author's nature and will be formed on the basis of existing approaches to teaching law, with special differences in relation to a specific audience of students). It is well known that nothing unique cannot be repeated, which means that there is no point in blindly borrowing someone else's experience accumulated over the years and generalized by science. In this regard, the teacher of law should learn to creatively comprehend the proposed options for legal education Kropaneva E.M. Theory and methodology of teaching law: Textbook. allowance. Yekaterinburg, 2010.S. 9 ..

Any training directly depends on goal-setting, that is, the definition of goals, which, as a rule, come from the state (or are fixed by its power) and are formed 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, organizing the cognitive activity of students, forms a specific goal in the unity of its three components:

1. learning (we are talking about the assimilation of knowledge, abilities, skills);
2. education (formation of personal qualities, worldview);
3. development (improving abilities, mental strength, etc.). Allocate general goals and specific (operational). The latter are associated with the organization of individual events, lessons. In 2001-02. work was carried out to clarify the general goals of legal education in our country. The new state regulatory documents (Concept of civic, social and legal education, basic curriculum, instructional letters of the Ministry of Education of the Russian Federation) define the importance of educating a person with a high level of legal culture, who is well aware of his rights, responsibilities and respects the rights of other people, is tolerant in communication, democratically and humanely inclined in resolving legal conflicts. The goals of legal education can also include:
- - raising the level of legal culture of the society;
- - education of a citizen capable of defending and defending his own and other people's legitimate interests, the formation of his active civic position;
- - developing the skills of lawful behavior, respect for the laws of the country and international law;
- - the formation of intolerance to violence, wars, crimes;
- - the study of national and democratic traditions and values, on the basis of which the improvement of law or the formation of its new attitudes takes place, etc.

The methodology of teaching law studies the ways of working in the field of legal education - methods that can be very diverse, but they all allow you to understand how to teach a modern schoolchild in law, how to develop his abilities, and form general educational skills.

Experts identify the forms of teaching law: group, individual, etc. The methodology of teaching law has also created its own approaches to understanding the types of lessons (for example, introductory or repetitive - generalizing), means of educational work (workbooks, reading books, videos, etc. - that is, what helps the educational process and ensures it).

The method of teaching law is based on the cognitive capabilities of children, the peculiarities of their age, physiological characteristics of the body. In this regard, teaching law in primary school will be markedly different from that in high school.

At the heart of any science, as a rule, there is a whole system of principles - initial principles, on which depends how this science will develop further, what it can give us today.

The modern method of teaching law is based on the following principles:

- 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 compulsory 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 of Knowledge);
- a personality-oriented approach that ensures individualization and differentiation of teaching law (work with each student, based on his level of abilities, possibilities of perceiving legal material, which allows for the development, training of everyone who is involved in the educational process);
- the maximum system of enhancing the cognitive activity of students based on their social experience (students must learn to independently acquire knowledge, actively participate in educational activities, and not be passive contemplators of what is happening, forcibly fulfilling the "instructions" of adults, teachers. In order for legal concepts to be better remembered and were clear, it is recommended to diversify the theoretical provisions of science with examples of real life in which the student is a participant - this is how his social experience is taken into account);
- education on the basis of positive emotional experiences of the subjects of the learning process in the mode of dialogue cooperation "teacher-student" (legal training can be successful only at the level of mutually agreed, kind, respectful attitude of the teacher and students to each other);
- building a professionally competent and tested vertical of legal education, which has a multistage nature (teaching law in a kindergarten, school, university). This means that legal education should be phased: starting in early childhood, it continues until the senior level in school, of course, it is not limited to this;
- the introduction of a research component into the system of mutually coordinated actions of a teacher and a student (in the process of teaching law, the teacher, together with his pupil, learns law, "discovering" new mechanisms of its action, systematizing, generalizing legal phenomena);
- the use of modern methods of legal training, including telecommunication technologies, distance legal training and work in the Internet. New electronic textbooks on law, multimedia programs require a different teaching methodology. The importance of students' independent work is growing. The traditional principles of teaching are taken into account: accessibility and feasibility; scientific character and taking into account the age, individual capabilities of students; systematic and consistent; strength; links between theory and practice; education in teaching Pevtsova E.A. Theory and methodology of teaching law: Textbook. for stud. higher. study. institutions. M., 2003.S. 12-13 ..

It is worth agreeing that the method of teaching law is not only a science, but also a whole art, since no theoretical research or practical recommendations will ever replace the variety of methodological techniques that are born spontaneously empirically among teachers. Nevertheless, it has been proven that the most effective experience is created precisely on the basis of scientific knowledge, and not in spite of it.