案例教学法在法律英语教学中的应用

论文摘要

在目前的法律英语教学中,运用的教学方法和大学英语教学方法基本相同,只是课文换成相关内容,教学仍然是以词汇、语法、句型操练为主,这样法律英语教学的特点基本丧失,更不能满足法律学习者的个性要求。案例教学法通过法律英语案例将贴近学习者的真实生活引入教学过程当中,让学习者置身于真实的案例情景,大大缩小了课堂教学与实际工作、生活情景的差距。它以培养学习者的英语交际能力及提高英语综合能力为目标,教学内容要求体现真实性、语篇性、开放性、广泛性和时效性的法律英语特色,课堂教学组织形式以案例讨论为主,学习者通过阅读、分析案例,小组和集体讨论案例,撰写案例报告等方式来提高学习效率。它从句子和词汇的教学转变为篇章分析和整体理解的语言教学模式,立足于语言的实际运用,学生通过对语言内容的正确理解和准确表达来达到掌握语言的目的,通过实际案例分析来提高学生的语言综合表达能力。本文在分析法律英语教学现状的基础上,针对法律英语教学中出现的课文内容枯燥、教学方法死板、学习者的兴趣和积极性不高、教学效果不尽如人意等问题,摘取张耀辉编著的《商法英语》中《消费者保护法》的案例,以上海师范大学法律英语选修班为依托,详细说明案例教学法在法律英语教学中的实施过程以及取得的教学效果,进一步探讨案例教学法在法律英语教学中的应用问题,以供教师参考。同时提出个人的几点想法和建议,期望案例教学法在实际的运用中能取得较好的教学效果,最大限度地提高法律英语学习者的语言综合运用水平。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Chapter 1 Introduction
• 1.1 The Background and Significance of the Research
• 1.2 Relevant Studies of Case Methods of Teaching at Home and Abroad
• 1.3 The Research Methods
• 1.4 The Innovation of the Research
• Chapter 2 Legal English
• 2.1 Understanding of Legal English
• 2.2 The Historical Development of Legal English
• 2.3 The Features of Legal English
• 2.3.1 Precise and Accurate
• 2.3.2 Formal
• 2.3.3 Concise and Explicit
• 2.4 Legal English Teaching
• 2.5 The Status Quo of LET in China
• Chapter 3 Literature Review of Case Methods of Teaching
• 3.1 Case
• 3.1.1 The Definition of Case
• 3.1.2 The Making of a Good Case
• 3.1.3 Types of Cases
• 3.2 Case Methods of Teaching
• 3.2.1 The Understanding of Case Methods of Teaching
• 3.2.2 The Features of Case Methods of Teaching
• 3.2.3 Similarities and Distinctions between Case Methods of Teaching and Example Teaching in the Traditional Teaching Method
• 3.2.3.1 Similarities
• 3.2.3.2 Distinctions
• 3.2.4 Advantages of Case Methods of Teaching
• 3.2.4.1 Cultivating the effective thinking mode
• 3.2.4.2 Individualized learning
• 3.2.4.3 A sustained memory
• 3.2.4.4 Developing the capacity to use time effectively
• 3.2.4.5 Training the ability to communicate
• 3.2.4.6 Arousing the enthusiasm of participating
• 3.2.5 The theoretical basis of Case Methods of Teaching
• 3.2.5.1 Anchored Instruction
• 3.2.5.2 Constructivism
• Chapter 4 Implementation of Case Methods of Teaching to Legal English Teaching
• 4.1 Course design based on Case Methods of Teaching
• 4.1.1 The establishment of teaching objectives
• 4.1.2 The Selection of Teaching Cases
• 4.2 The Preparation of Case Teaching
• 4.2.1 Teachers’Preparation
• 4.2.2 Students’Preparation
• 4.2.3 Material Preparation
• 4.3 The Case Teaching Process
• 4.3.1 Case lead-in
• 4.3.2 Creating Problem Situation
• 4.3.3 Presenting the Case
• 4.3.4 Individual Analysis
• 4.3.5 Case Discussion
• 4.3.6 Sum Up
• 4.4 Case Teaching Assessment
• 4.4.1 Assessment of the Students
• 4.4.2 Assessment of the Teacher
• 4.4.3 Assessment of the Teaching
• 4.5 A Demonstration of Case Teaching
• 4.5.1 Analysis of Teaching Materials
• 4.5.1.1 Teaching Aims
• 4.5.1.2 Key and Difficult Points
• 4.5.2 Teaching Design Plan
• 4.5.2.1 Tentative ideas
• 4.5.2.2 Teaching Aids
• 4.5.2.3 Pre-class Preparation
• 4.5.3 Teaching Procedures
• 4.5.3.1 Lead-in
• 4.5.3.2 Creating Problem Situation
• 4.5.3.3 Presenting the Case and Individual Analysis
• 4.5.3.4 Deepening Case Discussion
• 4.5.3.5 Summary
• 4.6 The Result Analysis of Case Teaching in the Course of Legal English
• 4.6.1 The Contents and Purpose of the Survey
• 4.6.2 Methodology and Instrument
• 4.6.3 Findings and Analysis of the Survey
• Chapter 5 Rational Thoughts and Prospect on Case Teaching
• 5.1 Rational Thoughts on Case Teaching
• 5.1.1 Teachers’Teaching Behavior
• 5.1.2 Case Arrangement of the Teaching Materials
• 5.1.3 The Combination with the Multimedia
• 5.2 Prospect on Case Teaching
• Chapter 6 Conclusion
• Appendix 1
• Appendix 2
• Bibliography