研究生实践教学模式改革与创新能力培养——以家事法课程为例

Reform of Graduate Practical Teaching Models and Cultivation of Innovation Capabilities—Illustrated by a Case Study of the Family Law Course

摘要: 社会对家事法律人才的实践能力要求日益提高，而现有教学模式却相对滞后，法学院校家事法学研究生教育面临从知识传授向能力培养转型的迫切要求。实践教学模式改革与创新能力培养已成为家事法学教育改革的焦点议题。开展研究生《家事法》课程实践教学模式改革与创新能力培养研究，具有重要的理论价值与现实意义，当前多数文献关注法学本科生实践教学，针对研究生层次家事法学实践教学模式的专门研究相对稀缺。论文探讨了《家事法》课程实践教学模式现状及问题，包括教学理念偏重理论讲授，对家事法课程属性把握不够；实践教学内容单薄，课程体系设计不完善；实践教学方法较为单一，适配家事法的教学形式运用不足；师资队伍存在短板，“双师型”教师供给不足；实践教学平台与资源保障不足，校内外协同机制不健全等，并提出具体的改革措施，主要有：更新课程教学理念，立足家事法特有属性确立能力培养目标；重构实践教学内容，搭建系统化家事法实践教学模块；创新多元化实践教学方法，构建家事法特色实训体系；完善 “校内+校外” 双师协同师资机制；整合校内外资源，搭建分层实践教学平台等。

Abstract: The practical skills required of legal professionals in family matters are becoming increasingly demanding, while existing teaching methods are relatively outdated. There is an urgent need for a transition from knowledge transmission to skills development in the postgraduate education of family law at law schools. The reform of practical teaching methods and the cultivation of innovation capabilities have become focal issues in the reform of family law education. Conducting research on the reform of the practical teaching method and the cultivation of innovation capabilities in the “Family Law” course for postgraduates is of significant theoretical value and practical significance. Currently, most literature focuses on practical teaching for law undergraduates, and specialized research on practical teaching methods for postgraduates in family law is relatively scarce. The paper discusses the current state and problems of the practical teaching method for the “Family Law” course, including the overemphasis on theoretical lectures and inadequate understanding of the characteristics of family law courses; the lack of substantial practical content and inadequate curriculum design; the relatively limited range of practical teaching methods and insufficient application of suitable teaching formats for family law; deficiencies in the teaching staff, with insufficient supply of “dual-qualified” teachers; inadequate support for practical teaching platforms and resources, and inadequate coordination mechanisms between schools and external entities. The paper also proposes specific reform measures, including updating the teaching philosophy to focus on the unique characteristics of family law and establish capacity-building objectives; restructuring practical content to create a systematic family law practical teaching module; innovating diverse practical teaching methods and establishing a distinctive training system for family law; improving the “in-school + out-of-school” dual-qualified teacher coordination mechanism; and integrating resources from within and outside the school to establish a tiered practical teaching platform.