授課人在教學現場觀察到一個奇妙的現象，亦即「老師的教學受有非常高度評價」，而且「學生們具有高度學習參與與學習動機」但卻仍然只有「低度學習成效」的產出。這個觀察，顯然是反於一般論所認知的常識。授課人申請通過之109實踐研究（教育部教學研究計畫題目：以『排除跨課程系統性學習障礙』為目的之『融貫式槓桿課程』對法律系學生高階能力養成之有效性研究）之目的即在於釐清此一反常現象之成因並探究其對策。經109實踐研究實證發現，系統性學習障礙之最顯著病徵，體現在學生們（全部履修者，不論年級）皆有一個共同的學習盲點，亦即「只要面對嶄新劇情的實例題就無法看出爭點」（換言之，他們只能解決課堂上已經講授過同樣劇情之實例題）。於此意義上，授課人認為，渠等之問題根源所在，係第一層次之障礙（看不出爭點，也就是不認識問題），既然不認識問題，理所當然地無法正常發揮其已經習得的法理（第二層次）。然而，事實上，該「嶄新劇情」的實例題，雖曰「嶄新」，但並非意味著學生們沒有學習過該實例題「應適用之法理」，而是指該實例題在「事實爭點上」採「跨週次」乃至於「跨年級」進行設計（例如，大三刑事訴訟法科之實例題內，會含有大一與大二刑法總則與刑法分則的考點，由此設定嶄新劇情之實例題），以至於他們初見該實例題，往往「誤以為自己沒有學過」。事實上，在學校所舉辦的課程教學評鑑中，也有幾位同學在開放性問答中誤行指摘「期中、期末考難度過高與課堂關聯性低」。實際上，此一指摘卻與事實不符，因為解答該題目所需運用的法理，課堂上已經詳細講授且舉出相當多實例題加以具體解說。此一誤行指摘，顯然係出於「誤以為自己沒有學過」之跨週次的系統性學習障礙（即無法將各週次所學融會貫通）所致。而有趣的是，待老師演示如何解題後，學生們便會顯露出「赫然發現，啊！原來自己學過呀！」的（微驚嚇）表情，與此同時，會異口同聲地低呼一聲「哦～」，然後接著露出「可惜啊！我應該會的呀！」的（很悔恨）表情。此即109實踐研究所稱「系統性學習障礙」之最為顯著的具體表徵之展現。申言之，109實踐研究實證發現，學生們（履修者全員）之學習皆係以週次為單位，而學習視野也侷限於以期中考，期末考為分區，一但跨週次乃至於跨年級，他們便無法融會貫通。且不僅僅是跨課程之間（大一的刑總、大二的刑分，大三的刑訴，大四的專題講座）有系統性學系障礙，即便是同一課程之內，也有跨週次（或是跨期中考、期末考）的系統性學習障礙。換言之，同學們係循著教學週次或教科書章節，進行片斷性學習而欠缺系統性學習的觀念，自然也就不可能進行系統性學習。為此，授課人特開設本課程，擬以體系式之案例研究與實作來克服系統性學習障礙，如此便能達成法學「高階能力」之養成與深化。The teachers observed a wonderful phenomenon in the teaching scene, that is, "the teacher's teaching is highly praised", and "students have a high learning participation and learning motor", but they still only produce "low-level learning results". . This observation is obviously contrary to the common sense recognized by general theory. The 109 practical research that the instructor applied for (the Ministry of Education’s Teaching Research Project: Research on the effectiveness of the “Integrated Stick Course” on the cultivation of high-level abilities of law students with the purpose of “Excluding Cross-course Systematic Learning Disorders”) The purpose is to clarify the causes of this abnormal phenomenon and explore its countermeasures. According to 109 practical research, it has been found that the most significant symptoms of systematic learning disorders. The current students (all practitioners, regardless of age) have a common learning blindness, that is, "as long as you face the actual examples of a new plot, you cannot see it. "(In other words, they can only solve the practical examples of the same plot that have been taught in the class). In this meaning, the teacher believes that the root cause of the problems of the stupa and other problems is the first level of obstacle (no conflict, that is, no problem), since he does not recognize the problem, it is natural that he cannot normally find it. The legal principles of (second level). However, in fact, the actual example of "new plot" is called "new plot", but does not mean that students have not learned the "applicable law" of the example, but rather refers to the fact that the example is "factual disputes". "Spanning the Week" or even "New Year's Eve" Design (for example, the actual question of the junior criminal law subject in the junior year will contain test points for the general and criminal law divisions of freshman year and sophomore year, thus setting the actual question of the new plot), so that when they first see the actual question, they often "I thought I had never learned it." In fact, in the course teaching evaluations organized by the school, several students mistakenly criticized in open-ended questions that "the difficulty in mid-term and final exams is too high and the degree of correlation between the class." In fact, this remark does not match the facts, because the principles required to answer the question are taught in detail and a number of practical examples have been explained in detail in the classroom. This miscalculation is obviously caused by a span of systemic learning disorders (that is, it is impossible to integrate what you learn every week). What’s interesting is that when the teacher demonstrates how to solve the problem, the students will show a (slightly surprised) expression of “I suddenly realized, ah! I’ve learned it myself!” At the same time, they will yell in a different voice. Oh~", then he showed a (very regretful) expression of "What a pity! I should be!" This is the most obvious manifestation of the 109 Institute of Real Estate’s “systematic learning disorders”. In other words, 109 practical research found that students (all students who practice) are learning in the same period as the unit, and their learning vision is limited to the mid-term exam and final exam as the division, once they cross the week and even the New Year’s Eve class. , they will not be able to integrate. And not only are there cross-courses (first year sentences, sophomore year sentences, junior year sentences, senior year topic lectures) there are systematic learning disorders, even within the same course, there are cross-weeks. Systematic learning barriers (or interim midterm or final exam). In other words, if students follow the teaching week or textbook chapters, they conduct fragmented learning and lack the concept of systematic learning, so it is naturally impossible to conduct systematic learning. To this end, the instructor specially designed this course to overcome systematic learning obstacles through systemic case studies and practices, so that the cultivation and deepening of "high-level ability" in law can be achieved.
1.劉芳伶自編教材以及指定參考文獻。
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)
4.Lexis Advance 法學檢索系統
5.Westlaw International (Westlaw法律新聞全文資料庫)
1. Liu Fangling self-edited textbooks and designated references.
2.http://fjudkm.judicial.gov.tw/(Judgment Intellectual Library)
3.http://jirs.judicial.gov.tw/Index.htm (Judicial Court Law Data Search System)
4.Lexis Advance Law Search System
5.Westlaw International (Westlaw Legal News Full Text Database)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時成績平時成績 Regular achievements |
30 | 平時出席、討論、點問、互動等表現。 |
| 期中成績期中成績 Midterm achievements |
35 | (1)不舉行期中考，以案例演練作業取代。(2)案例演練作業共八次，會指定三次為必演練，並挑三次中最高分作為期中成績。 |
| 期末成績期末成績 Final results |
35 | 評分採國考基準，但可以按班上情況適當調整。 |
