辩论教学法实施中的“中等生”心理困境及其突破

发布时间：2018-05-06 23:19

本文选题：辩论教学法 + 心理困境　；参考：《黑龙江高教研究》2017年06期

【摘要】：辩论教学法体系的构建将是法学教育的福音,但实施效果并不如愿。心理学思维的引入为这一目标的实现提供了方法指引。辩论教学法的核心在于学生的主体性与教师的引导性。透过心理学视角细究学生的主体性,辩论能力不足但积极进取的"中等生"群体,具有极强的可塑性,应予积极关注。该群体大多有面众恐惧,易陷入集体行动与自尊心理的困境。教师需利用集体行动逻辑、自尊理论、社会支持、决策信心等心理学理论,采取共情、先抑后扬、多扬少抑、选择性激励等技巧,引导学生突破自我。
[Abstract]:The construction of the system of debate teaching method will be the gospel of law education, but the effect of implementation is not as desired. The introduction of psychological thinking provides method guidance for the realization of this goal. The core of debate teaching method lies in the subjectivity of students and the guidance of teachers. From the perspective of psychology, the "middle students" group with insufficient debating ability and active enterprising ability has a strong plasticity and should be paid more attention to. Most of this group are faced with fear and fall into the predicament of collective action and self-esteem. Teachers should make use of the psychological theories such as collective action logic, self-esteem theory, social support, decision-making confidence and so on, adopt empathy, restrain first and then promote, promote more and less restrain, selectively encourage and so on, guide students to break through themselves.
【作者单位】：西南政法大学民商法学院;
【基金】：重庆市高等教育教学改革研究重大课题“重庆市卓越法律人才统筹培训机制研究”(编号:1201003) 西南政法大学教学改革校级重点项目“法学专业模拟法庭教学法人才培养方案研究”(编号:2011ZD04)
【分类号】：G642.4

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