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 instructor observed a wonderful phenomenon at the teaching scene of the university department, that is, "the teacher's teaching is highly praised", and "the students have a high degree of 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, and this abnormal phenomenon prompted the teaching staff to start in-depth research. To this end, the instructor applied for the Ministry of Education's teaching research plan and passed the topic of "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 system learning obstacles" (PSL1090132, hereinafter referred to as 109 practical research). According to 109 practical research, it has been found that the most significant symptoms of systematic learning disorders. The students (all practitioners, regardless of grade) have a common learning blindness, that is, "as long as they face the actual examples of a new plot, they cannot see the conflict" (in other words, they can only solve the actual examples of the same plot that have been taught in the class). In the teaching scene of the judiciary class, I observed that most judiciary students are eager to run national exams, study without intention (or powerlessly) and do not know how to study. The biggest obstacle to their research is that the canal and other issues cannot form intentional problem consciousness. In this sense, the teacher believes that whether the problems of the school students or the school students or the school students are the root cause of the problems in the first level, that is, the conflict cannot be seen. In other words, they do not understand the problem and cannot grasp the core of the problem. Since this is the case, it is natural that the school students cannot normally develop the principles they have learned, and the school students cannot specifically form research question awareness. To this end, the instructor specially organized this course, focusing on the subject of "civil judges and criminal justice" in the form of lectures on criminal prosecution law, adopting a combined integrated teaching method to overcome "systemic learning obstacles" and taking "cultivating or even deepening professional high-level legal ability for practitioners to "see the problem"" as the core purpose of this course.
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 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)
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 Regular achievements |
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 achievements |
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 results |
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。 |
