授課人在教學現場觀察到，有不少學生在法律學習上有以下五項問題：其一，受困於系統性學習障礙，其最顯著病徵，體現在學生們（全學部，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，他們至多只能解決課堂上已經講授過極為類似或一模一樣劇情之實例題。其二，無法進行有效的爭點描述三步驟，亦即，無法「指出成為爭點的關鍵事實」（第一步驟），也不能「指出針對該關鍵事實應予適用之法依據」（第二步驟），更遑論要「將第一步驟與第二步驟進行涵攝後指出本件在法依據適用上成為爭點之構成要件要素諸問題」（第三步驟）。其三，不知如何進行課中筆記，具體上，像是來不及筆記或是無法掌握重點進行有效筆記等問題。其四，不知如何閱讀教科書，具體上，像是有讀沒有懂，或是讀過就忘等問題。其五，不知如何閱讀長文，具體上，像是根本讀不下去，或是根本讀不懂。另一方面，有志於申請國科會大專生研究計畫之學生則常常有「不知如何找到具有研究價值之問題意識」的困擾。此一問題，實也肇因於前述系統性學習障礙，按若是連最基本的爭點描述三步驟之第一步驟「指出成為爭點的關鍵事實」都無法順利操作，更遑論於此之上，針對特定議題指出「問題所在」藉以形成有意義的研究問題意識。蓋遂行研究之第一步即「指出問題之所在」，此與在案例演練時須先「指出成為爭點之關鍵事實」，實有著異曲同工之妙，只是前者較諸後者在程度上需要更高的法聯想力。據此可知，前述諸問題之根源所在，皆係出於「欠缺法聯想力」，也因此看不出成為爭點的關鍵事實，更找不出值得研究的問題所在。其結果就是，在期中期末考，無法正常發揮其已經習得的法理處理案例，而有志於申請國科會大專生研究計畫者，則無法具體形成問題意識以為研究之開展。為此，授課人特將111年教學實踐計畫之成果加以改良後開設本課程。本課程設計之核心目的，即在於「激活履修者的法聯想力，能令其能順利進入『思考狀態』且能樂於持續思考深入研究」。具體上，將以授課人所設計之案例展開民法與刑法之對話，在授課人之引導下，讓履修者融入對話參與對談，協助其進入「沈浸式思考」狀態。

The lecturer observed at the teaching site that many students have the following five problems in their legal studies: First, they suffer from systemic learning disabilities. The most obvious symptom is that students (all departments, regardless of grade) have a common learning blind spot, that is, "as long as they are faced with example questions from a new plot, they cannot see the key points." In other words, at most they can only solve example problems that are very similar or exactly the same as the plots that have been taught in class. Second, it is impossible to carry out the three steps of effectively describing the contention, that is, it is impossible to "point out the key facts that become the issue" (the first step), nor to "point out the legal basis that should be applied to the key facts" (the second step), let alone "to cover the first step and the second step and then point out the issues that constitute the elements that become the issue in this case in terms of the application of the legal basis" (the third step). Third, I don’t know how to take notes in class. Specifically, there are problems such as being too late to take notes or being unable to grasp the key points and take effective notes. Fourth, I don’t know how to read the textbook. Specifically, there are problems such as whether I read it but not understand it, or I forget it after reading it. Fifth, I don’t know how to read long articles. Specifically, I feel like I can’t read them at all, or I can’t understand them at all. On the other hand, students who are interested in applying for the National Science Council's post-secondary research program are often troubled by "not knowing how to find problem awareness with research value." This problem is actually caused by the aforementioned systemic learning barriers. Even the first of the three basic steps of describing the issue, "pointing out the key facts that become the issue," cannot be successfully performed, let alone pointing out the "problem" on a specific issue to form a meaningful awareness of the research problem. The first step in Gaisui's research is to "point out the problem." This is similar to the need to "point out the key facts that become the issue" when practicing a case, but the former requires a higher degree of legal association than the latter. It can be seen from this that the root cause of all the aforementioned problems is due to the "lack of legal association ability". Therefore, the key facts that have become the disputes cannot be identified, let alone the issues worthy of study. As a result, in the mid-term and final exams, the legal principles they have learned cannot be used to deal with cases normally, and those who are interested in applying for the National Science Council's post-secondary research program cannot form a concrete problem awareness to carry out research. For this reason, the instructor specially developed this course after improving the results of the 111-year teaching practice plan. The core purpose of the design of this course is to "activate the practitioners' Dharma association ability, so that they can smoothly enter the "thinking state" and be willing to continue to think and study in depth." Specifically, the dialogue between civil law and criminal law will be started with cases designed by the lecturer. Under the guidance of the lecturer, trainees will be allowed to participate in the dialogue and help them enter a state of "immersive thinking".

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.