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我国恢复民法学教学已有三十余载,随着社会的不断发展和我国民法法律体系的不断完善,传统民法学教学方法的弊端不断显现,尤其对学生的创新能力和研究能力提出了巨大挑战。研究性教学最早是由杜威提出并进行实践的,它是以自由性为原则,以观念的诞生为认识基础,将研究与教学相统一,从教学大纲到教学的具体环节发现并解决问题,创造出新的教学环节和教学要素,主动构建知识体系的一种教学方法。研究性教学应用于民法学教学有助于改善传统的民法学教学中存在的一些问题,但是它也有学生学习方式、教师教学观念难以转变和难以进行教学评价等难点,将研究性教学应用于民法学教学中在我国还属于起步阶段,还需要更多的理论和实践方面的探索。
With the continuous development of our society and the continuous improvement of the legal system of civil law in our country, the drawbacks of the traditional civil law teaching methods are constantly emerging, especially for the students’ ability to innovate and to study. . The research teaching was first put forward and practiced by Dewey. It is based on the principle of freedom, based on the birth of the concept, unifies the research and teaching, finds and resolves the problem from the syllabus to the teaching specific part, and creates A new teaching links and teaching elements, a knowledge-based initiative to construct a teaching method. The application of researching teaching to civil law teaching can help to improve some problems in traditional civil law teaching, but it also has some difficulties such as students ’learning style, difficulty of teachers’ teaching concept and difficulties in teaching evaluation. Applying researching teaching to civil law Teaching in our country is still in its infancy, but also need more theoretical and practical exploration.