本課程之定位係屬於一種「槓桿課程」，作為串連大一至大四的刑事法學課程的施力點，藉此具體化「刑事法學總體教學理論」之內涵，進而達成排除「跨課程系統性學習障礙」（跨課程系統性學習障礙係指在大一與大二所養成之高階能力在升大三時無法運用或減退乃至於消失此一現象）之目的。本課程之具體內涵為，以大一至大四生為擬招募之履修生對象；針對大一與大二之履修者，課程設計旨在使其能於升大三履修刑事訴訟法課程（程序法）之前，習得實體法（大一刑法總則與大二刑法分則）與程序法（大三刑事訴訟法乃至於大四刑事訴訟法專題講座課程）之連結方法論並獲得實際練習之機會；而針對大三大四履修者，則以專業法律人高階能力之養成與提升作為教學主要方針。專業法律人高階能力係指「具有精準歸結法律爭點並能獨立思考、批判問題所在，且於此之上，能進一步邏輯推演暨創造性地解決問題之能力。」具體上，以任課教師所自創的體系化之改良式蘇格拉底教學法之上再兼採(1)講授、(2)閱讀、(3)展示、(4)示範演示、(5)小組討論、(6)實作演練、(7)學以致用等七種教學方法，(1)至(6)，使履修者能習得如何閱讀並分析法學教科書、專業論文乃至於判決之方法論並獲得實際練習之機會；並能習得組織小組運作並進行討論與實作演練之方法論並獲得實際練習（展示、示範演示、實作演練）之機會。而(7)學以致用，則係讓學習成效佳之履修者，能在身為學生已力行主動學習之基盤上，能更進階轉身為「班內課輔員」力行主動教導，藉此，可進一步深化「班內課輔員」之學習力與學習成效，與此同時，也同時提升並強化「被課輔者」之學習力與學習成效。The positioning of this course belongs to a "stealing course" as a force point for the criminal law courses that connect the first to senior year, thereby concretely refining the connotation of "general teaching theory of criminal law" and thus achieving the purpose of eliminating "inter-course system learning obstacles" (inter-course system learning obstacles refer to the high-level abilities that have been developed in the first year and sophomore year, which cannot be used or reduced or even disappears when the third year of junior year). The specific content of this course is to use freshman to senior students as the target of recruitment of students; for freshman and sophomore, the course design is to enable them to obtain the actual law (the General of Freshman and sophomore) before the course of upgrading to the third-year stance and sophomore) criminal activist law course (procedural law) before the course (procedural law) is promoted to the third-year stance and sophomore) criminal activist law course (procedural law summary and sophomore) punishment (the General of Freshman Criminal Law and sophomore) punishment (the General of Freshman Criminal Law and sophomore) punishment before the course of upgrading to the third-year stance and sophomore) practice. The linking method discussion of the methodology between the third-year criminal complaint law and even the lecture course for senior criminal complaint law) and gains the opportunity for actual practice; for senior three and fourth-year practitioners, the cultivation and improvement of the high-level abilities of professional legal professionals is the main teaching method. A professional legal professional's high ability means "having the ability to accurately grasp legal disputes and be able to think and criticize problems independently, and above it, to further logically deduce and solve problems creatively." Specifically, the system-based improved Sucrates teaching method created by the teacher is also adopted (1) lecture, (2) reading, (3) display, (4) demonstration, and (5) groups. Seven teaching methods, including discussion, (6) practice, and (7) application, (1) to (6), enable practitioners to read and analyze legal texts, professional essays, and even judgment methods, and gain opportunities for practical practice; and also to organize small groups of exercises and conduct discussions and practice methods, and to gain opportunities for practical practice (display, demonstration, and practice). (7) The application of learning can allow those who have good learning to practice and to further transform themselves into "class class members" and actively teach them on the basis of students' active learning. In this way, they can further deepen the learning and learning effectiveness of "class class members". At the same time, they can also improve and strengthen the learning and learning effectiveness of "class class members".
1. 劉芳伶自編教材
2. http://fjudkm.judicial.gov.tw/(司法智識庫)
3. http://jirs.judicial.gov.tw/Index.htm(司法院法學資料檢索系統)
1. Liu Fangling’s self-edited textbook
2. http://fjudkm.judicial.gov.tw/(Judgmental Intelligence Library)
3. http://jirs.judicial.gov.tw/Index.htm (Judicial Court Law Data Search System)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 重點視覺刺激思考作業成績重點視覺刺激思考作業成績 Focus on visual stimulating thinking and working achievements |
20 | 看影音說故事練邏輯學法律。 |
| 小組討論研究報告成績小組討論研究報告成績 Group discussion research report completion |
30 | 含小組討論、口頭報告與書面。 |
| 實作演練作業成績實作演練作業成績 Work performance achievements |
25 | 含口頭報告與書面。由任課教師與業師聯合點評。 |
| 隨堂模擬測驗成績隨堂模擬測驗成績 Sutra simulation test results |
25 | 含實作與檢討。 |
