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。

This course is positioned as a "leverage course" that serves as a link between the criminal law courses from freshman to senior year, thereby embodying the connotation of the "overall criminal law teaching theory" and thereby achieving the goal of eliminating "cross-curricular systemic learning barriers" (cross-curricular systemic learning barriers refer to the phenomenon that the high-order abilities developed in the freshman and sophomore years cannot be used or diminish or even disappear in the junior year). The specific connotation of this course is that it targets freshmen to seniors; for freshmen and sophomores, the course is designed to enable them to learn substantive law (General Principles of Criminal Law for freshmen and Criminal Law for sophomores) before taking the criminal procedure law course (procedural law) for juniors. Law classification) and procedural law (criminal procedure law for juniors and even special lectures on criminal procedure for seniors) and provide opportunities for practical practice; and for juniors and seniors, the main teaching policy is to cultivate and improve the high-level abilities of professional legal persons. The high-level ability of a professional legal person refers to "the ability to accurately summarize legal issues and be able to think and criticize problems independently, and on top of this, be able to further logical deduction and creative problem solving." Specifically, the systematic modified Socratic teaching method created by the teacher is combined with (1) teaching, (2) reading, (3) display, (4) demonstration, and (5) group The seven teaching methods, (1) to (6), including discussion, (6) practical exercises, and (7) application of knowledge, enable trainees to learn how to read and analyze legal textbooks, professional papers, and even the methodology of judgments, and gain opportunities for practical practice; they can also learn the methodology of organizing group operations and conduct discussions and practical exercises, and gain opportunities for practical exercises (displays, demonstrations, and practical exercises). (7) Applying what you have learned means that those who have achieved good learning results can advance to become "class tutors" and actively teach on the basis of active learning as students. This can further deepen the learning ability and learning effectiveness of "class tutors", and at the same time, improve and strengthen the learning ability and learning effectiveness of "those being tutored".

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 Fanling’s self-edited teaching materials
2. http://fjudkm.judicial.gov.tw/(Judicial Knowledge Base)
3. http://jirs.judicial.gov.tw/Index.htm (Judicial Yuan Legal Information Retrieval System)