授課人在大學部之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，而此一反常現象，便促使授課人欲深入著手研究。為此，授課人以「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」為題申請教育部教學研究計畫並獲通過（PSL1090132，下稱109實踐研究）。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）。而在碩士班之教學現場則觀察到碩士生多汲汲營營於國考，無心（或有心無力）研究，也不知如何研究，其研究之最大的障礙在於，渠等根本無法形成有意義的問題意識。於此意義上，授課人認為，不論學部生抑或碩士生，渠等之問題根源所在皆係在於第一層次之障礙，也就是看不出爭點，換言之，不認識問題，無法掌握問題的核心，既然如此，理所當然地，學部生無法正常發揮其已經習得的法理，碩士生無法具體形成研究的問題意識。為此，授課人特開設本課程，擬以刑事訴訟法專題講座之方式，聚焦在「國民法官與刑事司法」此一課題之上，採碩學合併之融貫式教學法來克服「系統性學習障礙」並以「養成乃至於深化履修者『看出問題所在』之專業高階法學能力」為本課程之核心目的。The lecturer observed a wonderful phenomenon at the teaching site of the undergraduate department, that is, "teachers' teaching is highly praised" and "students are highly engaged and motivated" but still only have "low learning effectiveness" output. This observation is obviously contrary to the common sense recognized by general theory, and this anomaly prompted the lecturer to conduct in-depth research. To this end, the lecturer applied for the Ministry of Education's Teaching Research Program with the title "Research on the Effectiveness of the "Integrated Leverage Course" for the Purpose of "Eliminating Cross-Curriculum Systemic Learning Barriers" on the Development of Higher-Level Abilities of Law Students" and was awarded Passed (PSL1090132, hereinafter referred to as 109 Practical Research). Through 109 practical studies, it has been found that the most significant symptom of systemic learning disabilities is that students (all students, regardless of grade) have a common learning blind spot, that is, "As long as they are faced with new plot examples, they cannot understand "points of contention" (in other words, they can only solve example problems with the same plot that have been taught in class). At the teaching site of the master's class, it was observed that the master's students were busy studying for the national examination, had no intention (or were unwilling) to do research, and did not know how to do research. The biggest obstacle to their research was that they were unable to form a meaningful awareness of the problem. . In this sense, the lecturer believes that the root cause of problems for undergraduates and master's students alike lies in the first-level obstacles, that is, they cannot see the points of contention. In other words, they do not understand the problem and cannot grasp it. The core, since this is the case, it stands to reason that undergraduate students cannot properly develop the legal principles they have learned, and master's students cannot form a concrete awareness of research problems. For this reason, the lecturer has specially created this course, which is planned to be a special lecture on criminal procedure law, focusing on the topic of "Citizen Judges and Criminal Justice", and using a coherent teaching method that combines master's and master's degrees to overcome "systemic Learning Disabilities" and the core purpose of this course is to "cultivate and even deepen the professional advanced legal ability of practitioners to "see the problem"".
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)
6.月旦法學文獻索引系統。
1. Liu Fanling’s self-edited textbooks and designated references.
2.http://fjudkm.judicial.gov.tw/(Judicial Knowledge Base)
3.http://jirs.judicial.gov.tw/Index.htm (Judicial Yuan legal information retrieval system)
4. Lexis Advance law search system
5.Westlaw International (Full-text database of Westlaw legal news)
6. Yuedan legal literature index system.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時成績平時成績 usual results |
30 | 平時出席、討論、點問、演習作業、課堂互動等表現。 |
| 期中成績期中成績 Midterm results |
35 | 不舉行期中考：(1)學部生履修者以三次案例演練作業取代。成績以三次中最高分者計之。(2)碩士生履修者以期中報告（簡報與口頭發表）來評價期中成績。 |
| 期末成績期末成績 final grade |
35 | (1)學部生履修者應參與期末考。評分採國考基準，但可以按班上情況適當調整。(2)碩士生履修者可自由選擇係參與期末考，抑或係以期末報告（完整論文與口頭發表）來評價期末成績。 |
