Methods of teaching law textbook named after Kutafin. Modern theory and methods of teaching law as a science. Pedagogy and psychology of higher education

LEGAL EDUCATION

O. A. Tarasenko*

MODERN METHODS OF TEACHING LEGAL DISCIPLINES

Annotation. This article discusses the current methods of teaching legal disciplines: passive, active and interactive; their distinction is made; discussing the possibility of holding different types classes in active and interactive forms, the formation of additional professional competencies (DPK). An illustration of the application of a particular method is presented through the prism of the subjects of business and banking law, generalization methodical literature- on the basis of their approbation during pedagogical activity the author or his participation in the work of the Methodological Council.

Key words: master's degree, bachelor's degree, passive, active and interactive teaching methods, seminar-type classes, lecture-type classes; colloquium; case study, business game, role-playing game, training, master class, work in small groups.

001: 10.17803/1994-1471.2016.70.9.217-228

By order of the Ministry of Education and in the direction of "jurisprudence", the degree

research and implementation of the federal rules for the implementation of basic educational

state educational standard for undergraduate and graduate programs.

higher vocational education according to As follows from the Federal State Educational Standard of Higher Professional Education in the direction

direction of training 030900 "jurisprudence - "jurisprudence", degree "bachelor", chief

dentia” (qualification (degree) “Bachelor”)

dentia”, “bachelor” degree) and an order from 14 specific disciplines in general should be

December 2010 No. 1763 “On the approval and introduction of the specific weight of classes conducted

bringing the federal state into action in active and interactive forms. Together

higher educational standard, this document establishes a mini-

professional education in the direction of a small share of such classes

training 030900 "jurisprudence" (qualification - "in the educational process they must

1 Bulletin of normative acts of federal executive authorities. 2010. No. 26.

2 Bulletin of normative acts of federal executive authorities. 2011. No. 14.

* Tarasenko Olga Alexandrovna, Doctor of Law, Professor of the Department of Entrepreneurial and Corporate Law of the Moscow State Law University named after O.E. Kutafin (MSUA) [email protected]

123995, Russia, Moscow, st. Sadovaya-Kudrinskaya, 9

In the programs of basic disciplines professional cycle tasks that contribute to the development of competencies should be included professional activity for which the graduate is preparing, to the extent that allows the formation of appropriate general cultural and professional competencies. As a guideline for such tasks, one can consider the norm of clause 7.3, which provides that active and interactive forms of conducting classes (computer simulations, business and role-playing games, analysis of specific situations, psychological and other trainings) in combination with extracurricular work with the purpose of formation and development of professional skills of students.

Within the framework of training courses, meetings with representatives of Russian and foreign companies, state and public organizations, master classes of experts and specialists should be provided.

The Federal State Educational Standard of Higher Professional Education in the direction of "jurisprudence", the degree of "Master" establishes that the main goal of the BEP of the magistracy, the peculiarity of the contingent of students and the content of specific disciplines should determine the proportion of classes conducted in interactive forms. In general, in the educational process, they should make up at least 30% of the classroom. As examples of active and interactive forms of conducting classes, the following are indicated: interactive seminars, discussions, computer simulations, business and role-playing games, analysis of specific situations, psychological and other trainings, group discussions, the results of the work of student research groups, university and interuniversity teleconferences, game litigation) combined with extracurricular work. Thus, one can see the difference in the requirements for the implementation of the competency-based approach between the two levels of education: the BEP of the bachelor's degree should include at least 20% of the classroom classes in active and interactive forms, and the BEP of the master's program - at least 30% and exclusively in the interactive form. In view of this, the list of possible options for tasks for the PEP

master's program has been expanded to include online seminars, discussions (including group discussions, the results of the work of student research groups, university and interuniversity teleconferences, and gaming trial). The similarity of the implementation of the competency-based approach for the analyzed levels of education is the need for meetings with representatives of Russian and foreign companies, state and public organizations, master classes of experts and specialists.

Active and interactive teaching methods are supposed to be used during classes, the types of which are listed in paragraph 53 of the order of the Ministry of Education and Science of Russia dated December 19, 2013 No. 1367 “On Approval of the Procedure for Organizing and Implementing Educational Activities in Educational Programs of Higher Education - Bachelor’s Programs, Specialist’s Programs, master's programs"3. In accordance with this document, the following types of training sessions can be conducted on educational programs, including training sessions aimed at conducting current control academic performance:

Lectures and other training sessions that provide for the primary transfer of educational information by the teacher to students (lecture-type classes);

Seminars, practical classes, workshops, laboratory work, colloquia and other similar classes (classes of a seminary type);

course design (execution term papers);

Group consultations;

Individual consultations and other training sessions that provide for individual work of the teacher with the student (including practice management);

Independent work of students;

Other types of activities.

It should be noted that by the introduction of the above standards, the authors of the work programs of the bachelor's and master's academic disciplines somewhat distanced themselves from using the term "seminar" when conducting seminar-type classes; now in your

3 Russian newspaper. 2014. № 56.

Most of the seminar-type classes are represented by “practical exercises”. However, since the content of these classes has remained the same (the teacher's coverage of certain issues of the topic, the classic survey), from a methodological point of view, it is incorrect to rename them into practical classes. In addition, there is no need for this, because, for example, the Federal State Educational Standard of Higher Professional Education in the direction of "jurisprudence", the degree of "master", establishes that one of the main active forms of formation of professional competencies associated with the conduct of the type (s) of activity to which a master is being prepared, for the PEP of the master's program there is a seminar that lasts on a regular basis for at least two semesters, in which leading researchers and practitioners are involved, and which is the basis for adjusting the master's individual curricula. Given this, as well as the requirements of the Federal State Educational Standard of Higher Professional Education in the direction of "jurisprudence", the degree of "bachelor", the seminar can be the main active form of conducting classroom classes at both levels of education.

Quite often, such a type of seminar-type lesson as a colloquium does not quite fit correctly into the work programs of academic disciplines. Colloquium (from Latin colloquium - conversation, conversation) - a type of training session, primarily in universities, conducted to test and evaluate students' knowledge. This is a kind of oral exam. It can be conducted in the form of an individual conversation between a teacher and a student or as a mass survey. During a group discussion, students learn to express their point of view on a particular issue, to defend their opinion, applying the knowledge gained in the classroom on the subject.

When any academic subject is read during 2-3 semesters, and there is only one final control, the colloquium plays the role of an intermediate exam. This is done in order to reduce the number of topics for preparing for the main exam. Usually the colloquium is scheduled for the last seminar-type session of the semester. The grade obtained in the colloquium affects the grade of the main exam.

A colloquium is also called a scientific meeting, the purpose of which is to listen and discuss a report, abstract, and the results of scientific conferences.

Thus, we can conclude that such a type of seminar as a colloquium can be convenient for bachelor's and master's degree disciplines during midterm control or discussion of scientific papers. It follows that the colloquium does not involve the traditional consideration of the topic, analysis of specific situations, problem solving, business games, etc.; this is what distinguishes it from seminars and workshops.

So, having decided on the minimum specific weight of classes in active and interactive forms for bachelor's PEP and interactive form for master's PEP, types of classroom classes, let's move on to considering the possibilities of using one or another teaching method in lecture and seminar classes.

To begin with, we will establish what is meant by the method of teaching. Teaching method (from other Greek Ts£0o6oq - path) - the process of interaction between teachers and students, as a result of which the transfer and assimilation of knowledge, skills and abilities provided for by the content of training occurs. Teaching methods can be divided into three general groups:

1) passive method;

2) active method;

3) interactive method.

Each of these methods has its own characteristics. The passive method is a form of interaction between students and the teacher, in which the teacher is the main actor and managing the course of the lesson, and students act as passive listeners, subordinate to the directives of the teacher. Communication between the teacher and students in passive lessons is carried out through surveys, independent, control works, tests, presentations, essays, etc. From the point of view of modern pedagogical technologies and effectiveness of learning by students educational material the passive method is considered the most inefficient, but despite this, it has some advantages. This is a relatively easy preparation for the lesson on the part of the teacher and the opportunity to present a relatively large amount of educational material in the limited time frame of the lesson. Given these advantages, many teachers prefer the passive method to others.

methods. It must be said that in some cases this approach works successfully in the hands of an experienced teacher, especially if the students have clear goals aimed at a thorough study of the subject.

An active method should be understood as a form of interaction between students and a teacher, in which the teacher and students interact with each other during the lesson.

The interactive method is focused on a wider interaction of students not only with the teacher, but also with each other and on the dominance of the activity of students in the learning process.

The place of the teacher in interactive classes is reduced to the direction of students' activities to achieve the goals of the lesson. The teacher also develops a lesson plan (usually these are interactive tasks during which students study the material). Therefore, the main components of interactive classes are interactive tasks that are performed by students. An important difference between interactive tasks and ordinary tasks is that by completing them, students not only and not so much reinforce the already studied material, but learn new ones4.

Let us now consider in what type of classes one or another method can be successfully applied5.

The most common type of occupation in the passive form is a lecture. This type is widespread in universities, where adults study, fully formed people with clear goals to deeply study the subject. In addition, the passive teaching method is also used during seminars, when the current form of control is the classical survey and the teacher continues to illuminate the complex aspects of the topic in the development of the lecture.

If we proceed from the requirements of the standards, then using the passive method, it is possible to conduct lecture-type classes in the academic disciplines of the magistracy and to a greater extent use this method(including its use in the classes of seven-

Nar type) when teaching undergraduate disciplines. However, taking into account the need to implement the competency-based approach, it seems reasonable to make some modification, modernization of the passive method. For example, in seminar-type classes, it is possible to reduce the number of theoretical questions and replace them with practical tasks and tasks (for example, on the question “Legal status of an individual entrepreneur”, formulate the task as “Consulting a client about the pros and cons of this form of entrepreneurial activity compared to a legal entity »); replace mandatory test papers with essays and abstracts of choice and increase the use of demonstration in the submission of material and control of training (for example, ask students to schematically represent the content of laws, regulations, the mechanism for carrying out activities, etc.).

Using the active method, it is possible to conduct the vast majority of lectures and seminars.

Although, as noted earlier, the lecture tends to use the passive teaching method (and it is allowed by the standards). In some cases, the passive transfer of material can be transformed into a lecture-conversation, a lecture-discussion, a lecture using feedback, a problematic lecture5 and this type of lesson can be conducted in an active form. The lecture model using the active teaching method assumes:

Providing students with a presentation and handouts in advance of the lecture with the obligation to study them beforehand;

The expediency of starting a lecture with a dialogue (to identify existing knowledge and determine the level of preparation of the audience);

Statement during lectures of questions that provoke objections of students;

Use of audiovisual materials (presentations, videos, references to relevant Internet portals);

4 URL: wikipedia.org (date of access: 06.02.2016).

5 Androvnova T. A., Tarasenko O. A. Active and interactive forms of conducting classes for bachelors and masters // Legal education and science. 2013. No. 2.

Disclosure of material in mandatory connection with practical issues;

Taking time to answer questions discussed during lectures, sudden discussions;

Completing a single question with a problem or a small test for the immediate application of knowledge;

Generalization by students of lecture material (as feedback). It is difficult to use the interactive method during lecture-type classes, since it involves business communication between students. At the same time, the use of TCO and presentations does not give sufficient reason to talk about changing the method of conducting a lesson, since students continue to remain exclusively recipients of knowledge.

Next, consider in detail concrete examples active and interactive forms of conducting seminar-type classes. Let us make a remark that educational standards, indicating that active and interactive forms of conducting classes should be widely used in the educational process, name some of them. At the same time, it remains unclear which of them are active forms of conducting classes, and which are interactive (since they are presented in a general list). Having indicated above what is the difference between the active and interactive methods, we will try to isolate their varieties. However, it should be noted first that the legislator, most likely, deliberately did not distinguish between exemplary forms and methods of training, since, for example, brainstorming, training, case studies can be carried out using both active and interactive teaching methods.

Using the active method, you can conduct most seminar-type classes - seminars, practical classes, colloquia. Seminar-type classes using an active teaching method are aimed at developing students' independent thinking and the ability to competently solve non-standard professional tasks. To the types of active forms of conducting classes

seminar type can be attributed to dialogue, discussion, training, case study.

Dialogue - a conversation between a teacher and one or more students, consisting of an exchange of remarks. Dialogic unity is ensured by the connection of various kinds of replicas (formulas of speech etiquette, question-answer, addition, narration, distribution, agreement-disagreement). There are three main types of interaction between the participants in the dialogue: dependence, cooperation and equality. The dependence of students, as participants in the dialogue, on the teacher lies in their need to answer the questions they initiate. The dialogue on the type of cooperation involves the resolution of a certain problem by the joint efforts of students and the teacher. If the teacher and students are having a conversation not aimed at achieving any result, this is a dialogue-equality. Dialogue is considered as a primary, natural form of verbal communication, therefore, even in scientific speech, the deployment of a dialogue occurs spontaneously, because in the vast majority of cases, students' responses are unknown or unpredictable. The use of dialogue in seminar-type classes is valuable as an opportunity for students to improve their communicative and speech strategy; level the features of colloquial speech, the habit of speaking in incomplete structures6. The speech of university professors is distinguished by logic and harmony of presentation, vocabulary and is a kind of model for participating in a scientific conversation.

Debate is the exchange of conflicting arguments between two or more interlocutors. Participation in a discussion presupposes the existence of a common way of thinking, thanks to which an argument is possible. Thus, the discussion resembles a dialogue, moreover, sometimes both of these concepts are used as synonymous. If you still try to distinguish between them, then it is reasonable to rely on the etymology, which in the word "discussion" emphasizes the idea of \u200b\u200bcollision (discutere in Latin means "to break"). So, dialogue is an exchange of opinions, ideas or arguments, a discussion

6 URL: http://www.bibliotekar.ru/russkiy-yazyk/20.htm (date of access: 06.02.2016).

this is the clash of ideas and arguments7. Discussion is one of the most important forms of communication, a method of solving problems and a unique way of learning. Debate is useful in that it reduces the moment of subjectivity while providing general support for the beliefs of an individual student or group of students. Discussions are usually opposed to polemics, the purpose of which is to assert certain values using correct methods. In controversy, but not in discussion, one can speak of the victory of one of the disputing parties. When the truth is revealed as a result of a discussion, it becomes the property of both disputing parties, and the victory of one of them has a purely psychological character.

Training (English training, from train - to teach, educate) - a method of active learning aimed at developing knowledge, skills, abilities and social attitudes.

The advantage of the training is that it ensures the active involvement of all participants in the learning process.

Most of the trainings are aimed at the formation and development of a certain skill, for example, news training, self-presentation training, etc.

When starting a new curriculum(project);

When you need to pause and switch students' attention from one question to another;

At the end of the lesson, when the students are tired. When teaching legal disciplines

cross-cutting training is possible, stimulating, first of all, the formation of a stable habit among students to follow changes in the current legislation, using only relevant legal material (subscribing to the mailing lists of the Consultant-Plus ATP or the GARANT EPS system). Eg,

students are invited in turn to do a brief weekly review of changes in banking legislation. Through this training, students can develop additional professional competence - the ability to monitor regulatory legal information used in business activities and make changes to it, taking into account the requirements of the law.

Case study is an improved method of analyzing specific situations based on learning by solving specific problems - situations (case solving). Cases are divided into practical (reflecting real life situations), educational (artificially created, containing a significant element of conventionality when reflecting life in it) and research (focused on conducting research activities through the use of the modeling method).

The method of specific situations (case-study method) refers to simulation methods of teaching. When studying specific situations, the student must understand the situation, assess the situation, determine whether there is a problem in it and what is its essence, determine their role in solving the problem and develop an appropriate course of action9.

A case study can have several levels of complexity, which is clearly manifested when taking judicial practice materials as its basis. It is advisable to start its implementation already in the first years of study by setting students such a task as “illustrating the topic with the brightest court case". Students gain skills in searching, selecting, graphic and oral demonstration of judicial practice. The absence of this skill is often found in course projects, final qualifying works, where examples of judicial practice are “far-fetched”, they are not the essence of the decision, but its complete copying.

Philosophical Dictionary of Sponville // URL: http://philosophy_sponville.academic.ru (Accessed: 06.02.2016) .

Philosophy: encyclopedic dictionary / ed. A.A. Ivin. M. : Gardariki, 2004.

An interesting case-study in an interactive form is proposed in the article: Shevchenko O. M. Formation of general cultural and professional competencies of students in teaching entrepreneurial law: issues of teaching methodology // Legal Education and Science. 2011. No. 2.

In the future, it is advisable to increase the level of complexity of the case study, gradually supplementing the practical exercises:

Analysis of the decision of the highest court in the relevant profile;

Solution of a practical incident;

Revealing the lack of uniformity of judicial practice and formulating proposals for its improvement or amendments to the current legislation.

Brainstorming is one of the most effective methods stimulation of creative activity. This method can be applied to any group of students, both with big amount students, and no. The essence of the method is that the teacher at the beginning of working with students forms a problem (task), and then asks them a series of questions and receives answers to them, thereby revealing the level of awareness of the group in a particular issue. During the lesson, students form options for solving the problem. At the end of the lesson (part of the lesson), all the proposed ways to solve the problem are discussed and the most valuable ideas are noted. An example of a brainstorming task might be as follows: “There is an internal contradiction in the term "non-banking credit organization". What alternatives can you suggest to replace it?

Since the interactive method is based on direct contact between students and the teacher, it is advisable to conduct practical exercises with its help. Classes can be held in the form of discussions, business and role-playing games, brainstorming, pedagogical trainings, work in small groups, game litigation, master classes of specialists in order to form and develop the professional skills of students.

Conducting practical classes in an interactive form has one characteristic feature: the replacement of theoretical issues and the discussion of doctrinal approaches with practical tasks, creative tasks, or the resolution of incidents. Students are involved in the learning process by setting (simulating) specific practical tasks-questions with their subsequent resolution.

Therefore, interactive learning is primarily collaborative learning. All participants in the educational process (teacher, students) interact with each other, exchange information, jointly solve problems, simulate situations. Moreover, this happens in an atmosphere of goodwill and mutual support, which allows not only to receive new knowledge, but also develops cognitive activity itself.

Interactive learning is a special method of organizing cognitive activity. He has in mind very specific and predictable goals:

Improving the efficiency of the educational process, achieving high results;

Strengthening motivation to study the discipline;

Formation and development of professional skills of students;

Formation of communication skills;

Development of skills of analysis and reflective manifestations;

Development of skills in mastering modern technical means and technologies for the perception and processing of information. Let us consider some interactive forms of seminar-type classes, which, in our opinion, should be actively used in the educational process.

The use of business games contributes to the development of skills critical thinking, communication skills, problem solving skills, processing various options behavior in problem situations.

Conducting a business game usually consists of the following parts:

Instructing the teacher about the game (goal, content, end result, formation of game teams and distribution of roles);

Studying documentation by students (script, rules, step-by-step tasks), distribution of roles within the subgroup;

The game itself (studying the situation, discussion, decision making, design);

Public defense of proposed solutions;

Determining the winners of the game;

Summing up and analysis of the game by the teacher.

As an example, we can bring a business game to the practical lesson “Bank accounts legal entities”: “Card with samples of signatures and seal imprints”. A business game is held during a practical lesson with the involvement of all those present. As part of the preparation for the business game, trainees should study Appendixes No. 1 and 2 to Instruction No. 153-I dated May 30, 2014 of the Bank of Russia “On opening and closing bank accounts, deposits (deposits), deposit accounts”10 and instructions of the Bank of Russia dated December 5, 2013 No. 147-I “On the procedure for conducting inspections of credit institutions (their branches) by authorized representatives of the Central Bank Russian Federation(Bank of Russia)"11 .

During the business game, students are divided into 3 groups. The first group fills out signature and seal sample cards on behalf of a specific legal entity or individual entrepreneur. Beforehand, the teacher distributes to students copies of bank cards of the operating bank and certificates of registration in the Unified State Register of Legal Entities (the more certificates of registration of legal entities and individual entrepreneurs are available, the higher the degree of individualization of the task). The goal of the group is to accurately fill out the signature and seal sample card. The second group is bank employees authorized to draw up a card with samples of signatures and seal imprints. Their goal: to resolve the issue of the possibility of accepting a card with samples of signatures and a seal imprint and issue it in the manner prescribed by Instruction 153-I. The last group of students are authorized representatives

of the Bank of Russia, assessing compliance by a credit institution with the legislation of the Russian Federation and regulatory legal acts of the Bank of Russia. Conducting a business game allows students to master the skills of filling out a signature card and a seal imprint - a strictly formalized document required to open a bank account; the skills of a banking lawyer, an employee of the Bank of Russia.

Since the business game is similar to training, it becomes necessary to indicate some of their distinguishing features. For clarity, we present them in the form of a table.

Role play is a structured learning situation in which students temporarily assume certain social roles and exhibit behavioral patterns that (in their opinion) fit those roles. In the game, with the help of symbolic means (speech, table, document, etc.), the subject and social content of professional activity is recreated, the behavior of the game participants is imitated according to the given rules, reflecting the conditions and dynamics of the real production environment. A methodically correctly constructed game serves as an effective tool for teaching decision-making technology.

The main components of the game are the scenario, game environment, regulations. The scenario includes a description of the game situation, the rules of the game and a description of the production environment. The behavior of the participants is the main instrument of the game. Very important right choice temporary mode of the game, recreating the real situation. The rules of the game determine the order of topics or

Business game Training

Develops a set of skills Used to train a specific skill

Assumes the distribution of roles Everyone is trained to perform the same function

The problematic content is expressed: competition, conflict of interest, winners and losers Competitiveness only in the degree of mastering the skill

Based on interaction, communication Can be carried out individually

10 Bulletin of the Bank of Russia. 2014. No. 60.

11 Bulletin of the Bank of Russia. 2014. No. 23-24.

documents, General requirements to the mode of its implementation and to instructive materials12. At the same time, the main emphasis in the role-playing game is on the form, and not on the content of the activity. Looking at the very definition of a role-playing game, one can single out its key difference from a business game: in the first, it is most important to adhere to a certain course of action, playing a role without going beyond it, and in the second, the main thing is to develop a solution (or several alternative solutions), which allows resolving the situation given at the initial moment of the game in the most favorable way13. The development of a role-playing game is a laborious and complex process, not every teacher can do it, and therefore, in the early stages of teaching, you can use the achievements of other authors.

Small group work is one of the most popular strategies as it gives all learners (including the shy ones) practice the skills of collaboration, interpersonal communication, in particular, the ability to actively listen, develop a common opinion, resolve emerging differences. All this is often impossible in a large team. Work in small group- an integral part of many interactive methods, such as debates, case studies, almost all types of role-playing games, litigation, etc. For example, on the topic "Technical regulation" you can offer the following task for work in small groups: trade network for the possibility of including new juice products in the assortment. “Visual material” (the teacher can bring the actual packaging of juice to the classroom on his own or ask students to do it).

Note that working in small groups requires a lot of time, this strategy should not be abused. Experienced methodologists recommend forming groups with a heterogeneous composition of students, including strong, average and weak students, boys and girls.

shek, representatives of different cultures, social strata, etc. In such groups, creative thinking is stimulated, an intensive exchange of ideas is stimulated, and more constructive relationships are built between the participants. It is desirable to distribute the roles within the group based on the educational opportunities and preferences of students. Usually the following roles within groups are offered to be performed: facilitator (organizer of the group's activities); registrar (records the results of work); speaker (reports the results of the work); journalist (asks clarifying questions, both to the group itself and to participants in other groups during further discussion of the results). The distribution of roles allows each member of the group to actively participate in the work. Let us note that when offering work in small groups, the teacher should not withdraw himself and expect that students will be able to do the task well without his help. It requires constantly walking around the classroom, helping students solve problems that arise in the group and be aware of what skills are required to work in a small group.

When preparing a small group assignment, consider the expected learning outcomes of each group, as well as the overall final result audience work. Usually, after the work in groups is completed, the speakers are given the floor to report the results of the assignment. The use of posters, tables, presentations is encouraged.

Pedagogical training. Do not forget that masters and bachelors in the direction of preparation of jurisprudence are preparing for such a type of professional activity as pedagogy. For example, a master should have the following professional competencies in teaching: the ability to teach legal disciplines at a high theoretical and methodological level; the ability to manage the independent work of students; be able to

12 Kulenko T. N. Application of interactive methods of teaching entrepreneurial law // Entrepreneurial law and methods of its teaching: materials of the international. scientific-practical. conferences. Moscow: Jurisprudence. 2008. S. 73-75.

13 Popov E. B., Babushkin S.S. From “games in general” to interdisciplinary business games // International electronic journal: sustainable development, science and practice. 2014. Issue. 2 (13). Art. 14.

organize and conduct pedagogical research; effective legal education. To form and develop these abilities in a student is the task of the teacher. Effective way in their formation, in our opinion, is the opportunity to provide bachelors and masters themselves to conduct a certain part of the practical lesson (seminar) or the entire lesson. Students can be entrusted with developing a lesson plan, questions and cases to be researched, picking up literature, relevant examples of practice. The student should try to independently conduct the lesson, answer questions, maintain discipline. The value of such training lies not only in the formation of pedagogical skills, but also in the high degree of training of the student on the chosen issue.

At the master class, a conceptually new author's system, know-how is transferred. Master classes contribute to the student's personal orientation, his professional, intellectual and aesthetic education. In the context of a master class, professional excellence means, first of all, the ability to quickly and efficiently solve an educational problem in the practical field of the chosen subject. The master class solves the following tasks:

Teaching the student the basics of professional attitude to the chosen specialty;

Professional language training;

Transfer of productive ways of working (reception, method or technology);

An example of an adequate form and way of presenting one's experience.

The methodology for conducting master classes does not have strict standards, however, like all other interactive methods, it requires preliminary preparation (generating an idea, developing a plan, searching for the personality of a master, immersing students in a topic (you can first conduct a classic seminar on this topic), master -class, instant application of knowledge (optional), reflection An example of a master class by the chairman of the board

CB "Maxima" on the topic "Bank lending to small and medium-sized businesses" is disclosed in the monograph "Small and medium-sized businesses: legal support"14

As for computer simulations, which are simulations of a learning situation and its sequential playback with the aim of solving it on a computer, their use in legal education is rare. The disadvantage of this method is the need to involve IT specialists in the development of programs. But this method also has huge advantages. Computer simulations represent some part of the surrounding reality, they allow you to study those aspects of it that cannot be studied in another way for reasons of safety, ethics, high cost, necessary technical support or the scale of the phenomenon under study. Simulations help visualize abstract concepts.

Computer simulation as an interactive form of learning has the following capabilities:

Creates an image of the real attributes of the activity;

Acts as a virtual analogue of real interaction;

Creates conditions for replacing the real performance of social or professional roles;

It is a form of monitoring the effectiveness of vocational training.

When using a computer in a training session, the need to motivate students to learning goal, they are happy to get involved in the work, independently try to understand the proposed task, all its features and get to the very essence15. As an example of the use of computer simulation as a form of control, the well-known theoretical exam in the traffic police can serve as an example.

In conclusion, we note that the teacher can also stimulate extracurricular independent work in active and interactive

14 Small and medium business: legal support: monograph / [I. V. Ershova, L. V. Andreeva, A. G. Bobkov and others]; resp. ed. I. V. Ershova. M. : Jurisprudence, 2014. S. 182-186.

15 URL: ec.dstu.edu.ru/site/ci/documents/downloadFile/2648542 (accessed 02/06/2016).

forms, examples of which might be working in small groups on creative project, preparation of binary reports, translations of foreign legal literature. By

academic disciplines that require a large number of hours, the independent work of students can be reflected in the portfolio.

BIBLIOGRAPHY

1 . Androvnova T. A., Tarasenko O. A. Active and interactive forms of conducting classes for bachelors and masters // Legal education and science. - 2013. - № 2. 2. Small and medium business: legal support: monograph / [I. V. Ershova, L. V. Andreeva, A. G. Bobkov and others]; resp. ed. I. V. Ershova. - M.: Jurisprudence, 2014. - S. 182-186.

3 . Kulenko T. N. Application of interactive methods of teaching business law //

Entrepreneurial law and methods of its teaching: materials of the international scientific-practical conference. - M., Jurisprudence, 2008. - S. 73-75.

4 . Popov E. B., Babushkin S. S. From the “game in general” to the interdisciplinary business game // International

new electronic journal: sustainable development, science and practice. - 2014. - Issue. 2 (13). - Art. 14.

5 . Shevchenko O. M. Formation of general cultural and professional competencies of students in

teaching entrepreneurial law: issues of teaching methodology // Legal education and science. - 2011. - № 2. 6. Philosophy: encyclopedic dictionary / ed. A. A. Ivina. - M.: Gardariki, 2004.

CURRENT METHODS OF TEACHING COURSES IN LAW

TARASENKO Olga Aleksandrovna - Doctor of Law, Professor at the Department of Company and Corporate Law, Kutafin Moscow State Law University (MSAL) [email protected] 123995, Russia, Sadovaya-Kudrinskaya Street, 9

review. The article discusses current methods for teaching courses in law: passive, active and interactive; the distinction between them; the possibility of delivering different types of classes in the active and interactive forms, the formation of additional professional competencies (DPK). Illustration of application of different methods is given through the prism of courses in company and banking law, review of literature on methodology, which is based on their testing during the pedagogical activity of the author or her participation in the work of the Methodical Council.

Keywords: Master, Bachelor, passive, active and interactive method of teaching, seminar-type classes, lecture type classes; oral examination, case study, business game, role-play, training, workshop, small groups work.

REFERENCES (TRANSLITERATION)

1 . Androvnova T. A., Tarasenko O. A.

magistrov // Juridicheskoe obrazovanie i nauka. - 2013. - No. 2. 2. Maloe i srednee predprinimatel "stvo: pravovoe obespechenie: monografija /; otv. red. I. V. Ershova. - M.: Jurisprudencija, 2014. - S. 182-186. 3. Kulenko T. N. Primenenie interaktivnyh metodov prepodavanija predprinimatel "skogo prava // Predprinimatel"skoe pravo i metodika ego prepodavanija: materialy mezhdunarodnoj nauchno-prakticheskoj konferencii. - M., Jurisprudencija, 2008. - S. 73-75.

4 . Popov E. B., Babushkin S. S. Ot «igry voobshhe» k mezhdisciplinarnoj delovoj igre // Mezhdunarodnyj

jelektronnyj zhurnal: ustojchivoe razvitie, nauka i praktika. - 2014. - Vyp. 2 (13). -St. 14.

5 . Shevchenko O. M. Formirovanie obshhekul "turnyh i professional" nyh kompetencij studentsov pri obuchenii

predprinimatel "skomu pravu: voprosy metodiki prepodavanija // Juridicheskoe obrazovanie i nauka. - 2011. - No. 2.

6. Filosofija: jenciklopedicheskij slovar" / pod red. A. A. Ivina. - M. : Gardariki, 2004.

8.6. Fundamentals of teaching methods of legal disciplines

Methodology for conducting classes in educational institutions of primary and secondary vocational legal education

Legal science (jurisprudence, jurisprudence) is a social science that studies law as special system social norms, legal forms of organization and activities of the state, political systems society as a whole 123 . Legal disciplines that study jurisprudence, jurisprudence and law enforcement are among the humanities. This means that it is legitimate to consider the methodology of their teaching from the standpoint of teaching humanitarian subjects in the system of professional education of lawyers, taking into account the status of an educational institution that provides primary, secondary or higher legal education, and the specific features of the training of certain categories of specialists. In educational institutions of primary and secondary vocational education, the main form of education in the pedagogical process is lesson, varieties and methods of which are presented in table. 8.9.

Table 8.9 Varieties of the lesson and methods for conducting it

For teachers training centers(lyceums) and secondary vocational educational institutions are of interest: lecture lessons, lessons for solving “key problems”, consulting lessons and test lessons.

For teachers of educational institutions of primary and secondary vocational education, it may be acceptable system of modular construction of lessons on the topic, lessons-explanations of new material; seminar lessons with in-depth study of educational material in the process independent work students; lessons of laboratory and practical classes (workshops); lessons in performing exercises (problem solving); lessons-tests on the topic; defense lessons creative tasks prepared individually and collectively 124 .

Technology of preparing a teacher for a lesson subdivided into preliminary and immediate. Preliminary preparation includes: analysis of the requirements for the qualification characteristics of a specialist - a graduate of an educational institution - general and subject, which determines the requirements for the discipline being taught; detailed study of the content of the curriculum of their subject and related disciplines; study of special, pedagogical, psychological and methodical literature; studying the advanced pedagogical experience of other teachers; methodical work on the preparation of various organizational and methodological documents and the necessary educational and methodological materials for the teacher and students; development of reference notes, various visual aids and other didactic materials; mastering the method of application technical means on lessons. At direct preparation teacher to the lesson: teaching materials on the topic of the lesson are being studied ( methodological developments and etc.); the literature recommended to students is studied in detail; handouts for the lesson, visual aids, technical means and didactic materials for them are being prepared or selected from the funds of the cycle; film and video films are ordered in special units; the lesson plan and methodological recommendations for teachers prepared by colleagues in the cycle are studied, or their own version of the work plan is drawn up.

Lesson methodology may have variations, but the most common frontal (group) technique- organization teamwork groups. Much attention is now being paid to the methodology of individualized learning. It is widely used in the lessons of consolidation of knowledge, the formation of skills and abilities, lessons of programmed learning, etc. Individual form academic work at the lesson provides for a high level of independence of students to master the educational material. The main teaching methods in this case are individual exercises in special classes, laboratories, simulators and training grounds, as well as independent work of students, cadets and trainees under the guidance of a teacher. In such classes, the teacher acts as a leader, partner and assistant to the students.

The success of such classes largely depends on the quality of teaching materials prepared by teachers for students, as well as on the availability of the required amount of literature, regulations, various didactic aids, and, of course, on the methodological skills of teachers.

With all forms of organizing the educational work of students, cadets and listeners in the classroom, it is important character is relativecommunication between teacher and students, as well as between the students themselves. It is good if these relationships are based on the ideas of collaborative pedagogy. Healthy socio-psychological climate in study groups and psychological compatibility between students in microgroups stimulate their cognitive activity and contribute to the achievement of the didactic goals of the lesson. The considered methodology for preparing and conducting lessons does not pretend to be complete. It can and should be improved in the daily work of teachers of educational institutions of primary and secondary professional legal education.

Methodology for conducting classes in higher legal educational institutions

To teach legal disciplines in educational institutions of higher professional education, teachers use a wider arsenal of forms and teaching methods.

Lecture. This is the leading form of classes, as it lays the foundation for modern, scientific, theoretical, interconnected, fundamental knowledge that has educational value for students. It forms worldview views among students, cadets and listeners, instills love for the profession. A lecture in higher education plays the role of a "trunk of a tree", and all other forms of classes are its "branches".

The functions of the lecture are: cognitive (teaching), developing, educational and organizing. Cognitive the function of the lecture is expressed in equipping students with knowledge of the fundamentals of science and determining scientifically based ways to solve practical problems and problems. Educational function consists primarily in the development of intelligence, professional thinking, the lecture should teach to think, think scientifically, systematically, in a modern way.

Educational The function of a lecture is realized if its content is permeated with such material that affects not only the intellect of the students, but also their feelings and will. It ensures the education of a proper attitude to various phenomena of life and work. Lectures on legal and special disciplines should also be oriented towards professional education. The lecture has an educational effect if the authority of the teacher is high enough, and the attitude of the audience towards him, towards the discipline he teaches is respectful. Organizing The function primarily provides for managing the work of students both during the lecture and during self-study hours. These functions and some other features of the lecture develop diligence in students in their studies, and all taken together contributes to raising the level of education, training, upbringing and development of students, cadets and listeners.

Modern didactics considers the lecture as a developing form of education with its varieties (Table 8.10).

Table 8.10

Types of lecture

Lecture preparation includes: understanding the objectives of the lesson based on the requirements of the state educational standard and qualification characteristics; selection of the required amount of educational material; detailed study of the structure of the lecture; writing the text of the lassie; working out the text of the lecture and making it visual (the main thing - to highlight in one color, the binder, the background - in others); preparation of didactic materials for the lecture and the choice of technical means for their implementation; solution of other organizational issues; psychological mood of the teacher for lecturing.

The lecture in its structure contains: introduction, main part and conclusion, each of which has its own organizational and methodological features.

Seminar. This is a classic group form of training. It is used to discuss the most complex theoretical issues of the curriculum and ways to implement the acquired knowledge to solve applied problems. Therefore, the main didactic requirement for the seminar is that the educational questions (problems) submitted for discussion proceed from the needs of the scientific substantiation of practice and be reoriented from a system of knowledge to a system of actions. This allows you to activate students, develop their professional thinking and thereby implement the principle of linking learning with life, theory with practice.

The seminar is outwardly a simple form of education, but in essence one of the most difficult, since it obliges the teacher to organize this lesson in such a way as to include students in an active thought process, interest them in the problem under discussion and involve them in the discussion. This requires the teacher to be able to conduct a study group, to create in it live communication to provide an opportunity for everyone to speak and exchange views. The questions discussed at the seminar do not repeat the lectures, but develop them and direct them to the practical plane.

This approach to the seminar gives it, along with the functions inherent in the lecture, additionally search and control functions. The first allows students, cadets and listeners to develop not formal, but creative skills to search for ways and find reserves for improving practice on a scientific basis, and the second - to identify the level of assimilation of educational material. A methodically correctly conducted seminar teaches students, cadets and listeners to think creatively, reason, discuss, find truths, relying on scientific arguments, and publicly defend their point of view.

The varieties of the seminary form of education are: a seminar-conversation (pro-seminar), a seminar - a detailed heuristic conversation, a thematic seminar, an abstract seminar, a seminar with a report, a workshop, an interdisciplinary seminar. Each type of seminar has its own organizational and methodological features.

Conference - one of the forms of collective scientific and practical training in law schools. Organizationally, it is planned and carried out, as a rule, with teams of faculties, courses, and less often in study groups. Depending on the direction of the problems under consideration, conferences can have the following varieties: scientific (theoretical), scientific-practical, scientific-methodical.

The main objectives of any conference are:

Broad disclosure of the problem under discussion in theoretical, practical or methodological terms;

Deepening knowledge and replenishing it with new scientific information or practical data;

Defining Paths practical application knowledge, ensuring the connection of theory with practice;

Familiarization of the conference participants with the results of research and experiments in the field of theory, methodology and practice;

Solving the problems of vocational guidance and instilling in students a love for their future profession;

Generalization and "; dissemination of advanced pedagogical and professional experience of the work of teachers and graduates of the university.

All speakers at the conference - students, cadets and listeners - speak both on fixed topics (distributed among the students during its preparation) and in free discussion. Good results are obtained by inviting individual practitioners or scientists from other organizations to conferences. It justifies holding inter-departmental conferences if the problem under discussion is of a complex nature.

The methodology for preparing the conference is similar to that inherent in seminars, only the scale is wider and it takes longer - 15-30 days.

Practical lessons. Their goals are related to the formation of students' professional skills, abilities, habits, qualities and development of abilities.

Currently, the following types of practical exercises are used:

Classroom practical exercises;

Practical classes in special classes, classrooms, laboratories;

Practical exercises on simulators;

Practical training at training grounds, in parks;

Field practical exercises;

Practical training in law enforcement agencies and other organizations;

Professional training for the development of functional actions.

During the practical exercises are actively used and methods of professional practical training:

Analysis of law enforcement (or management) situations (APS, AUS);

Solution service tasks: speculatively, with the help of video tutorials, on personal computers;

Work with documents and business papers (analysis of incoming and preparation of outgoing documents, working out certificates, reports, studying and conducting criminal cases, etc.);

Practicum (group and individual) in law enforcement agencies and other organizations;

Game method (working out by students of role-playing actions in simulated professional situations);

The method of brain attack ("psychic assault") - a non-standard search for solutions in the event of atypical (stressful) situations;

Algorithmic method (working out practical actions according to the algorithm - the scheme of the indicative basis of actions - OOD).

The preparation of such classes is also divided into preliminary and immediate, and the structure of the conduction into introductory, main and final parts with features arising from the specifics and methodology of their conduct.

A game. It differs from other forms of practical training in that it best reproduces the real professional environment and the activities of specialists in a complex of conditions and features (the nature of the activity is modeled).

In the pedagogical process, the game is a specially organized interdependent activity of the teacher and students, in which operational theoretical knowledge is translated into a practical context. This is achieved by imitation in the educational process of various dynamic service, production and other professional (management) situations.

All types of games that are used for the professional training of specialists in educational institutions are called educational and belong to the class simulation games. Even at the development stage, they lay down the combination of two models: simulation and game. The first one provides for the imitation of the subject content of the profession, and the second one for modeling the role (official) actions of specialists in the process of their professional work. According to the content, all educational games used in law schools are divided into:

functional - provide imitation of the roles of employees;

special(subject) - reveal the substantive aspects of the activities of specialists;

complex(interdisciplinary) - in them both the imitation of roles and the study of the subject content of the case are equally important.

Any game contributes not only practical training, but also the development of its participants, especially intelligence, professional thinking, its creative principles, resourcefulness, confidence in their abilities, quick orientation in the situation and its changes, etc. The game determines a specific professional type of communication of its participants, which is close to real, and develops professional sociability.

Among educational simulation games, their varieties can be used: business, role-playing, operational, organizational and activity, innovative, pedagogical (training, educating and developing), etc. 125

All professionally oriented games, regardless of their variety, are held game method with a demonstration of the actions of the parties playing. Here it acts as a complex method in which, in fact, three methods are integrated: analytical, expert (experimental) And staging method.

Teachings. This is the largest and most complex form of practical professional training for cadets and students in departmental legal educational institutions. It is often viewed as a large professionally oriented game in which several departments (cycles) participate. It is used, as a rule, at the final stage of professional training of specialists for:

Consolidation of knowledge of various academic disciplines and their complex application in solving large-scale practical problems;

Formation of students' complex skills and abilities in assessing a dynamically changing operational environment and making optimal decisions in non-standard situations;

Development of cadets and students of professional and business qualities and their psychological preparation for skillful and active actions in extreme conditions.

The exercises conducted in educational institutions of law enforcement agencies have the following varieties: integrated operational exercises (COU), command-staff and command exercises (KShUiKU), tactical exercises (TU), special tactical exercises (TSU). All types of exercises are conducted by the game method as bilateral.

Technology for the development of educational and methodological materials for conducting cathedral games and inter-cathedral exercises focuses on the following requirements:

Problems (tasks) must be significant for all participants in the game (exercises);

We need to create two combined reality simulation models:

A) imitation- provides for the creation of a situation related to the performance of some professional action and the solution of a problem;

b) modeling of role (official) actions participants in the implementation of the planned action and problem solving.

Taking into account these requirements, for each cathedral (inter-cathedral) game and exercise, a methodical development, V

which should reflect three stages: preparatory, game and final, as well as the name of the topic, goals, intention, plan (scenario - see Table 8.11), initial information materials about the situation in the area (where the game is played, teaching), tasks, instructions for players and experts (intermediaries), the procedure and methodology for analysis and evaluation.

Table 8.11

8.7. Professional and pedagogical training of students in legal educational institutions 126

Goals and objectives of professional and pedagogical training of lawyers

The intensification of the pedagogical process in the system of legal educational institutions implies an increase in the quality and efficiency of training qualified specialists in primary, secondary and higher professional education. In the total set of professional education of students, cadets and listeners, a certain place is occupied by their professional and pedagogical training, the foundations of which are laid in the study academic discipline"Pedagogy" ("Legal Pedagogy"). It, being part of the general professional training of lawyers, aims to provide students with the arsenal of pedagogical knowledge that they should be able to use in their professional activities. The tasks of professional and pedagogical training of future lawyers are:

Mastering the basics of pedagogical knowledge in the field of education and self-education, learning and learning, upbringing and self-education, development and self-development;

Formation in students, cadets and trainees of the ability to identify pedagogical phenomena that are characteristic of their future law enforcement activities, to analyze, understand and professionally evaluate them;

Formation of skills to solve pedagogical problems, take into account pedagogical aspect professional problems and use pedagogical knowledge, pedagogical actions and pedagogical technique to solve them;

Mastering pedagogical techniques and methods for studying the pedagogical characteristics of persons with whom lawyers will have to deal in solving their professional problems; pedagogical technique of communication, behavior and providing the interlocutors with the necessary pedagogical influence (legal, informational, educational, legal education) in communication and legal correction of their behavior;

Increasing the general professional culture, personal need for continuous self-improvement, mastering the forms and methods of self-education, self-education, self-education and self-development.

Improving the professional and pedagogical readiness of graduates of all legal educational institutions is capable of:

To positively influence the practice of law enforcement personnel to strengthen law and order, as well as their authority among the population;

Pedagogize the public environment, make a significant contribution to legal education and education of the population, form people's positive attitude towards law enforcement agencies and the need to assist them;

To improve the quality of recruitment to law enforcement agencies through pedagogical selection, a correct assessment of the actual education, training, good manners and development of applicants;

Pedagogically competently conduct work with the public, involve it in the protection of public order and increase the level of legal awareness and education of citizens;

Skillfully organize interaction with state and non-state organizations, with the media, promote the improvement of their legal culture in the work and legal education of the population;

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Jurisprudence in the system of liberal education. The question of the relationship between legal science and other humanities. Complexity in the study of general theoretical and branch legal disciplines. The value of inter- and intrasubject communications.

Topic 3. The concept and types of forms of teaching jurisprudence.

The general concept of teaching methods. Types, forms and methods of teaching jurisprudence. Advantages and disadvantages of traditional and innovative forms of teaching. Advantages and prospects of an integrative form of teaching jurisprudence.

Topic 4. The specifics of jurisprudence as an applied discipline.

Practical orientation of legal education. The use of official acts in the study of law. The ratio of dogmatic (theoretical) and practical (visual) material in the process of teaching jurisprudence.

The lecture is the main link of the didactic learning cycle. Functions of lectures. Classification of lectures according to goals and forms. Advantages of lecture-dialogue. Seminars and practical classes. Types of seminars. The structure of practical classes. Criteria for evaluating lectures and seminars.

Topic 6. Game forms of teaching legal disciplines

The role of examples of legal practice and business games (solving incidents (tasks), legal dispute, litigation, registration, paperwork, etc.) in the process of studying law. Methodology for compiling tests in jurisprudence and holding Olympiads in law.

Topics of seminars and practical classes

Topic 2. The originality of jurisprudence as a subject of teaching.

1. Jurisprudence in the system of liberal education.

2. The ratio of legal science and other humanities.

3. Complexity in the study of general theoretical and branch legal disciplines.

4. The value of inter- and intrasubject communications.

Topic 3. The concept and types of forms of teaching jurisprudence.

1. The general concept of teaching methods.

2. Types, forms and methods of teaching law.

3. Advantages and disadvantages of traditional and innovative forms of teaching.

4. Advantages and prospects of an integrative form of teaching jurisprudence.

Topic 5. Methods of preparing and conducting lectures and seminars.

1. The concept and history of the development of lectures as a form of teaching.

2. Classification of lectures according to goals and forms.

3. Concepts and advantages of lecture-dialogue.

4. The concept of seminary and practical classes. Types of seminars.

5. The structure of practical classes.

6. Criteria for evaluating lectures and seminars.

Topic 6. Game and other forms of teaching legal disciplines

1. Concept and types game forms teaching.

2. The role of examples of legal practice and business games.

3. The solution of incidents (tasks) as a method of teaching law.

4. Legal dispute, litigation, registration, paperwork, etc.) in the process of studying law.

5. Methodology for compiling tests in jurisprudence and holding Olympiads in law.

Literature for all topics of the discipline

Acts and documents

1. Order of the Ministry of Education and Science of the Russian Federation dated December 14, 2010 No. 1763 “On approval and implementation of the Federal State Educational Standard of Higher Professional Education in the field of study 0030900 “Jurisprudence”.

2. Federal target program for the development of education for 2006-2010. // Legal education and science, 2006, No. 1.

3. Order of the rector of Altai state university from 07.05. 2009 No. 43/p. "Methodological recommendations for expert assessment of the quality of training sessions." Recommended by NMS Alt.GU dated 04.03.2009.

Main

1. Perevalov, V.D. Theory of state and law / V.D. Perevalov / M. -2010.

2. Ryzhov V. N. Didactics. Textbook - M.: Unity-Dana, 2012.

3. History of political and legal teachings: studies. for universities / Moscow State Law Academy; under total ed. O. V. Martyshina. – M.: NORMA, 2010. – 912 p.

Additional

1. Sinyukov V.N., Sunyukova T.V. On the development of university and applied education in Russia // State and Law, 2010, No. 3. pp.33-42.

2. Enikeev Z.D. Landmarks for the development of legal education in modern Russia// State and Law, 2010. S. 23-33.

3. Kenenova I. Methodology and methods of teaching the constitutional law of foreign countries / I. Kenenova // Comparative constitutional review.-2009. - N 6.-S. 66-71.

4. Kruglova N.V. Psychological preparation of law students for the professional activity of an investigator / NV Krugova // Secondary vocational education.-2010. - N 4.-S. 19-20.

5. Tomsinov V.A. Legal education and jurisprudence in Russia in the 60-70s of the XIX century: article six / V. A. Tomsinov // Legislation.-2010. - N 10.-S. 88-94.

6. Akhundova S.L. Interdisciplinary connections as a means of implementing the integrative possibilities of the subject "Knowledge of the World" / Akhundova S. L. // Actual problems of modern science.-2009. - N 2.-S. 52-56.

7. Urumov A.V. Didactic principles of teaching the discipline "Theory of State and Law" / Urumov A. V. // Legal Education and Science.-2010. - N 3.-S. 25-29.

Sample questions to prepare for the test

1. The history of the origin and development of legal education abroad and in Russia.

2. Current state domestic legal education.

3. Jurisprudence in the system of liberal education.

4. The ratio of legal science and other humanities.

5. Complexity in the study of general theoretical and branch legal disciplines

6. The concept and meaning of inter- and intra-subject communications.

7. The general concept of teaching methods.

8. Types, forms and methods of teaching law.

9. The concept of traditional and innovative forms of teaching.

10. The concept and types of lectures.

11. The concept of types of seminars.

12. Criteria for evaluating lectures and seminars.

13. The concept and types of gaming forms of teaching.

14. The role of examples of legal practice and business games in teaching law.

15. The solution of incidents (tasks) as a method of teaching law. Legal dispute, litigation, registration, paperwork, etc.) in the process of studying law.

16. Methodology for compiling tests in jurisprudence

17. Methodology for conducting Olympiads in law.

To be admitted to the test, a graduate student must prepare the text of a lecture on a topic of their choice within their own specialization, highlighting the following blocks:

2) Teaching method;

3) The objectives of the lecture (teaching, developing, educational);

4) Stages of the lesson

1.1. Organizational

1.2. Block of theoretical material

1.3. Block of application of acquired knowledge (problem solving, analysis of examples of judicial practice, etc.)

1.4. Summing up the lecture.

The lecture is drawn up in compliance with the requirements for the design of term papers and tests, and is presented directly to the teacher on the day of passing the test.

Topic 4. The specifics of jurisprudence as an applied discipline.

Practical orientation of legal education. The use of official acts in the study of law. The ratio of dogmatic (theoretical) and practical (visual) material in the process of teaching jurisprudence.

Topic 5. Methods of preparing and conducting lectures and seminars.

Topic 6. Game forms of teaching legal disciplines

4. Independent work of students on the special course "Methods of teaching law"

Independent work of students includes the study of all sections of the course. Independent work of students involves the development of the theoretical foundations of teaching and, above all, the implementation of practical tasks related to the direct formation of teaching skills.

Topics of seminars and practical classes

Topic 1. The originality of jurisprudence as a subject of teaching.

1. Jurisprudence in the system of liberal education.

2. The ratio of legal science and other humanities.

3. Complexity in the study of general theoretical and branch legal disciplines.

4. The value of inter- and intrasubject communications.

Topic 2. The concept and types of forms of teaching jurisprudence.

1. The general concept of teaching methods.

2. Types, forms and methods of teaching law.

3. Advantages and disadvantages of traditional and innovative forms of teaching.

4. Advantages and prospects of an integrative form of teaching jurisprudence.

Topic 3. Methods of preparing and conducting lectures and seminars.

1. The concept and history of the development of lectures as a form of teaching.

2. Classification of lectures according to goals and forms.

3. Concepts and advantages of lecture-dialogue.

4. The concept of seminary and practical classes. Types of seminars.

5. The structure of practical classes.

6. Criteria for evaluating lectures and seminars.

Topic 4. Game and other forms of teaching legal disciplines

1. The concept and types of game forms of teaching.

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Ministry of Education of the Russian Federation as a textbook for students

higher educational institutions studying in the specialty 032700 "Jurisprudence"

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Pevtsova E.A.

P23 Theory and methods of teaching law: Proc. for stud. higher textbook establishments. -- M.: Humanit. ed. center VLADOS,

ISBN 5-691-01011-5.

The textbook is devoted to the theoretical and applied aspects of the methodology of teaching law. It systematizes the experience of legal education, accumulated by practicing teachers in various regions of Russia. The authors reveal the methods, introduce the techniques and means of teaching law. Particular attention is paid to the role of the teacher in improving the legal culture of students and teachers, familiarization with traditional and innovative technologies in the study of the subject.

The textbook is addressed to students pedagogical universities, will be useful to school teachers and teachers of secondary specialized educational institutions.

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"Humanitarian Publishing

ISBN 5-691-01011-5 center VLADOS", 2003

Introduction

Section 1. Methods of teaching law as a pedagogical science

1.1. Subject, tasks, main functions of the methodology of teaching law

1.2. The role of law teaching methodology in the system school education countries

1.3. From the history of the formation of law as an academic discipline

1.4. Development of a modern law education system

1.5 Basic concepts of legal education

1.6. Educational literature in law and planning of legal education in school

Section 2. Methods, techniques and means of teaching law

2.1. Basic Law Teaching Methods

2.2. About methodological methods of legal education

2.3. Visibility in teaching law

2.4. Methodology for working with legal documents

Section 3. A Modern Lesson in Law

3.1. Lesson in law and basic requirements for it

3.2. The main types, types and forms of training sessions in law

3.3. Interdisciplinary and intra-course relations in legal education

3.4. Independent work of law students

3.5. Diagnostics of the effective component of legal education

Section 4. The role of the teacher in legal education

4.1. Modern school law teacher

4.2. Methodological foundations preparing a teacher for a law lesson

4.3. Scientific organization of work of a law teacher

Section 5. Traditional and innovative technologies of legal education

5.1. Innovations in teaching law. On the combination of traditional and innovative technologies in legal education

5.2. Law games

5.3. Methods of legal education in the practice of schools

Section 6. Methods of teaching certain legal topics

6.1. Features of training sessions on the theory of law and constitutional law

6.2. Problems of Teaching Methods in Certain Branches of Private Law

6.3. Methods of teaching topics on legal regulation of ecology and education

6.4. Teaching criminal law at school

Applications

Literature:

Introduction

“Law is the art of goodness and justice, it was created for the benefit of mankind,” our ancestors noted, thus emphasizing the deep functional significance learning the legal rules of conduct designed to ensure a stable and happy society. It is no coincidence that the need for a deeper study of its mysteries did not weaken in different eras, acquiring one or the other features. It is well known that it is in law that many achievements of human culture are accumulated, which each generation of people passes on to their descendants through the translational function, trying to protect them, prevent disasters and misfortunes.

Sociological forecasts about the leadership of legal knowledge and legal sciences at the turn of the century turned out to be prophetic. Their ascent to the Olympus began in our country in the 90s of the XX century, and now the formation of a competitive personality, adequately oriented in modern world is impossible without studying the complex of legal knowledge.

Rating studies of recent years show the popularity of the legal profession in the world, which, however, does not always correspond to the direct interests and desires of an individual who seeks to test his abilities in various fields of activity where legal knowledge will certainly come in handy.

Education and upbringing belong to the most ancient species cultural activities of people. Acquiring a certain set of knowledge and skills, a person has always sought to pass them on to others. But how this was done and how best to do it in the modern world has always aroused the close attention of scientists who tried to understand the existing methods and approaches in the field of legal education.

This book is devoted to the theoretical and methodological features of teaching law and is addressed to students, teachers, designed to ensure the translation of complex legal structures and scientific concepts to students.

The textbook systematizes the experience of legal education accumulated over the years by practicing teachers in various regions of Russia. Acquaintance with a variety of author's methods, which are sometimes very different from each other, made it possible, however, to identify common scientific patterns legal education, which should be taken into account in the work of a teacher, especially a beginner.

The book presents some lesson developments that will help you understand the mechanism for applying certain methods in practice.

The textbook consists of several sections, structured in separate paragraphs. They reflect the main didactic units State standard knowledge addressed to students of higher educational institutions of the Russian Federation, studying in the specialty 03.27.00-Jurisprudence, receiving the qualification "Teacher of Law".

The Appendix presents additional material, which can be used by both students, young professionals, and experienced practitioners when working with children in the system general education. The book contains various drawings, tables, diagrams and other visual material that will help to intensify the process of legal education and education of citizens of our country.

Our ancestors had a wonderful aphorism: "By teaching, we learn ourselves." Indeed, no matter how many recommendations scientists give us, practice creates an incalculable number of new, interesting options for teaching, studying this or that material. We learn a lot from our children, who creatively and naively perceive complex and seemingly insoluble problems for adults. In this book, the author did not try to make "discoveries", to challenge individual concepts - I just wanted to generalize a small grain of the experience that our teachers and lawyers have accumulated over many years of practice. And let such a book serve as a guide for new discoveries on the path of legal education in the Russian Federation.

Chapter1. TRAINING METHODOLOGYRIGHT ASPEDAGOGICALTHE SCIENCE

1.1. Subject, tasks, main functions of teaching methodologylaw

Among the many sciences that exist in our society, pedagogical sciences play a special role, defining the humane mission of mankind - to pass on to their descendants all the baggage of knowledge that will allow them to create, change the world around them, live in peace and harmony. While educating and teaching those who own the future, our ancestors tried to find numerous patterns of how to do it better.

Alas, it was not immediately possible to understand: what should be taught to our children? Why study at all? and how to teach them? The Methods tried to give answers to all the difficulties of the questions posed, the main task of which, according to experts, was to find, describe and evaluate teaching methods that would be very successful and achieve good results. The subject of any methodology has always been pedagogical process learning, which, as we know, includes both the activities of the teacher and the work of students in mastering new knowledge.

The word "methodology" has deep historical roots and literally means "a way of knowing", answering the question: "How will I learn this or that area of life, society, people's relations with each other?"

We are interested in the methodology of teaching law - one of the most mysterious and enigmatic areas human life. Law, as a result of the mental activity of people, being associated with their consciousness, nevertheless still remains a very difficult substance for knowledge. In science, there is not even a single definition of this concept.

The formation over the years of certain concepts in the field of legal education and upbringing of the younger generation, as well as a system of methodological techniques with the help of which certain goals of legal education were achieved, made it possible to state the fact of the birth of a relatively young field of knowledge - Methods of teaching law. So called the pedagogical science of tasks, soda methods of teaching law. It is well known that the system

sciences can be conditionally divided into natural, social and Technical science. Since jurisprudence belongs specifically to the category of social sciences, the knowledge of how to better study the legal reality and pass on to their descendants the skills of legal regulation of social relations in order to achieve a happy and organized society can be classified as such sciences.

The methodology of teaching law has as its subject a set of methodological techniques, means of teaching law, the formation of skills and behavior in the legal sphere. This scientific discipline which selects legal material for the school subject "Law" and develops, on the basis of general didactic theory, methodological tools for the formation of a legal culture in society. The method of teaching law allows you to improve educational process. Using its achievements, a professional teacher can avoid mistakes, prepare really competent, educated people which will take their rightful place in public life. It is no secret that today it is legal knowledge that allows you to successfully conduct business, actively participate in the political life of the country, or simply have a good income. The main tasks of the above science are:

Selection of educational legal material and the formation of special legal courses for the education system,

Creation of special legal training programs, textbooks and teaching aids,

Selection of teaching aids, determination of a system of methodological techniques and organizational forms of teaching law, as well as teaching a legal course,

Continuous improvement of law teaching methods, taking into account the effectiveness of the application of existing ones. The methodology of teaching law is a very dynamic science, which is due not only to the fact that legislation is changing, which needs to be considered differently, new norms of law and models of people's behavior appear, but also to the fact that the approaches of scientists to the organization of legal education, which provides for formation of the legal culture of society. Let us designate the main functions of such a science:

1. Practical and organizational. It allows you to give specific recommendations to teachers on building a competent system of legal education and upbringing in the state. For this purpose, the experience of legal education abroad and in our country is generalized and systematized, certain patterns are identified that have proved to be very effective in education and the formation of human legal literacy.

2. Worldview. This function ensures the formation of certain stable views of students on the issues of legal reality, understanding the value of law and its settings, and therefore the need to respect and comply with the laws of the state, the rights of the individual.

3. Heuristic. It allows you to identify some gaps in the study of legal issues and, if necessary, fill them with new ideas for the transfer and understanding of legal life.

4. Prognostic. As part of solving the problems of legal education, the formation of a legal culture of an individual, this function allows foreseeing in advance the possible result of the learning process in the form of learning models and adjusting the ways to achieve them.

Within the framework of the methodology of teaching law, the issues of organizing specific training sessions in law, diagnosing the knowledge and skills of students, as well as the scientific organization of the work of a teacher and a student are considered. Any professional in this

The region must learn to create its own methods of legal education (even if it will not be of an author's nature and will be formed on the basis of existing approaches to teaching law, with special differences, in relation to a specific audience of students). It is well known that nothing unique can be repeated, which means that there is no point in blindly borrowing someone else's experience accumulated over the years and generalized by science. In this regard, a law teacher must learn to creatively comprehend the proposed options for legal education.

Any training directly depends on goal setting, i.e. the definition of goals, which, as a rule, come from the state (or are fixed by its power) and are shaped by the needs community development. The goal is a mental representation of the final result of pedagogical activity, and therefore it determines the necessary actions of the teacher to achieve it. The teacher, who organizes the cognitive activity of students, forms a specific goal in the unity of its three components:

Education (we are talking about the assimilation of knowledge, skills, abilities);

Education (formation of personal qualities, worldview);

Development (improvement of abilities, mental strength, etc.).

Allocate common goals and specific (operational). The latter are connected with the organization of individual events, lessons. In 2001-02 work was carried out to clarify the general goals of legal education in our country. In the new state regulations (Concepts of civil science, social science and legal education, basic curriculum, instructions letters Ministry of Education of the Russian Federation), the importance of educating a person with high level a legal culture that is well aware of its rights, duties and respects the rights of other people, tolerant in communication, democratically and humanely minded in resolving legal conflicts. The goals of legal education can also include:

Increasing the level of legal culture of society;

Education of a citizen who is able to uphold and protect his own and others' legitimate interests, the formation of his active citizenship;

Formation of skills of lawful behavior, respect for the laws of the country and international law;

Formation of intolerance to violence, wars, crimes;

The study of national and democratic traditions and values, on the basis of which the law is improved or its new attitudes are formed, etc. The modern integration of Russia into the world community has made it possible to pay special attention to the rules of international law and those democratic gains that people managed to defend in the fight against lawlessness, evil and violence.

The content of teaching law at school is presented as a module (part) of the State Standard of Knowledge educational field“Social Science” (this document indicates that one who studies law at school or otherwise receives secondary education must know and be able to check and diagnose the learning process so that schoolchildren are trained in a quality manner), and is also expressed in programs, textbooks.

The methodology of teaching law studies the methods of activity in the field of legal education - methods that can be very diverse, but all of them allow you to understand how to teach a modern student the law, how to develop his abilities, form general educational skills and abilities. Specialists identify forms of teaching law: group, individual, and so on. The law teaching methodology has also created its own approaches to understanding the types of lessons (for example, introductory or repetitive-generalizing), teaching aids (workbooks, readers, videos, etc. - that is, what helps the learning process and ensures it) .

The methodology of teaching law is based on the cognitive abilities of children, the characteristics of their age, physiological characteristics organism. In this regard, teaching law in elementary school will differ markedly from the same process in high school.

The effectiveness of legal education is also judged by the achieved level of knowledge and skills of students, and therefore in the field of teaching methods, law, a whole mechanism for diagnosing the quality of education has been developed.

The methodology of teaching law as a science is constantly being improved. There are new approaches of scientists to the learning process, things that are not effective in the practice of work are becoming a thing of the past.

At the heart of any science, as a rule, there is a whole system of principles - initial principles, on which depends how this science will develop further, what it can give us today.

The modern method of teaching law is based on the following principles:

The variability and alternativeness of models of legal education means that there are many different approaches in the field of teaching law and they really exist in practice (this is due to the lack of a single, strictly mandatory system of legal education: different regions have developed their own traditions and characteristics of legal education, which, of course, are based on the requirements of the state standard of knowledge);

A student-centered approach that ensures the individualization and differentiation of teaching law (work with each student, based on his level of abilities, the ability to perceive legal material, which allows for the development and training of everyone who is included in the educational process);

The maximum system for activating the cognitive activity of students based on their social experience (schoolchildren must learn to independently acquire knowledge, actively participate in learning activities, and not be passive contemplators of what is happening, forcibly following the "instructions" of adults, teachers. In order for legal concepts to be better remembered and clear, it is recommended to diversify the theoretical provisions of science with examples real life in which the student is a participant - this is how his social experience is taken into account);

Education based on positive emotional experiences of the subjects of the learning process in the mode of dialogue cooperation "teacher-student" (legal training can be successful only at the level of mutually agreed, kind, respectful attitude of the teacher and students to each other);

Building a professionally competent and proven vertical of legal education, which is multi-stage in nature (training in law in kindergarten, school, university). This means that legal education should be phased: starting in early childhood, it continues to the senior level at school, naturally, not limited to this;

The introduction of a research component into the system of mutually coordinated actions of a teacher and a student (in the process of teaching law, a teacher, together with his pupil, learns law, “discovering” new mechanisms of its action, systematizing, generalizing legal phenomena);

The use of modern methods of legal education, including telecommunication technologies, distance legal education and work on the Internet. New electronic textbooks rightly, multimedia programs require a different teaching methodology. The importance of independent work of students is growing.

The traditional principles of education are taken into account: accessibility and feasibility; scientific character and taking into account the age, individual capabilities of students; systematic and consistent; strength; links between theory and practice; education in education.

It is worth agreeing that the methodology of teaching law is not only a science, but also a whole art, since no theoretical research or practical advice will never replace the variety of methodological techniques that is born spontaneously and empirically among teachers. Nevertheless, it has been proven that the most productive experience is created precisely on the basis of scientific knowledge, and not contrary to it.

1. 2. The role of law teaching methodology in the school systemcountries

The evolution of scientific schools in the field of methods of teaching law.

Contemporary Russian education undergoes some changes, which in a certain way affect the system of legal education of schoolchildren. It is he who is trying to pay special attention. However, the reduction in the number of hours for studying school disciplines and the time for preparing homework imposes special requirements both on the selection of legal material and on the organization of training sessions.

The methodology of teaching law is designed to equip the teacher with a whole arsenal of professional tools, techniques, methods of teaching law.

It allows you to clearly formulate learning objectives at each stage. school life, provides educational process modern teaching methods.

This science is associated with social science, law and history, within which the content of education is developed.

It is impossible to ignore the fact that the methodology of law is associated with psychology, pedagogy, individual legal branches and applied sciences. Law teaching methodology is the main assistant modern teacher rights at school.

From practice, every teacher knows how important it is to constantly get acquainted with the experience of colleagues in the field of legal education and upbringing, pay attention to the results of experimental work, learn to analyze and apply the provisions of science.

Science finds its further development in the practical activities of teachers of law, who organize methodological sections, departments and other forms of joint creative work At school.

Experience has shown that the research activities of a teacher and a student who independently work on a specific topic, test new textbooks or teaching methods can be effective.

The domestic method of teaching law has developed thanks to the professional activities of many specialists who have devoted their works to various aspects of this science. The intensification of scientific research in this area begins only from the middle of the 20th century. In the works of S.S. Alekseeva, B.C. Afanasiev, G.P. Davydova, A.V. Druzhkova, L.K. Ermolaeva, D.S. Kareeva, V.V. Lazareva, Ya.S. Shchatilo and many other authors raised issues of improving cognitive activity in the process of legal education, explained effective methods teaching law, it was proposed to pay attention to the practical orientation of legal knowledge that students should master.

To date, in the domestic methodology of teaching law, there have been various scientific schools. However, the history of their formation begins in the past centuries.

For the first time in Russia, the issue of legal education arose in the late 60s of the XIX century. in connection with the adoption of new laws. From December 5, 1866, juvenile delinquents were sent to correctional and educational homes. Now it was necessary to create a whole system of legal education and training.

Legal education was actively discussed in the pre-revolutionary press. It was about the need for purposeful work on legal education.

Back in the first half of the 19th century. the ideas of experts were expressed that the teaching of law can “be reduced to jurisprudence, that is, a simple retelling of the current Russian legislation, while reporting fragmentary information from the field of state, civil and criminal legislation. The theory of the issue, the historical and philosophical understanding of the stated legislation were virtually absent”2.

In the 70s of the nineteenth century. some authors questioned the necessity and even the usefulness of the lecture method of teaching3. Methodist V.M. Gerasimov argued that “lectures are rightfully tiring, destroying the learning process. The lecture system plunged the students themselves into apathy. It is against their nature." Professor of Novorossiysk University P.E. Kazansky in 1899 came up with the idea of "active forms of teaching law." He believed that the methodology of law should be diverse, and students should be active participants in educational "dramatizations", working with documents, and research in the field of law. He even offered to purchase dolls depicting senators, members of the State Council, etc. in legal museums. They could be used in the process of playing games in the classroom.

Prominent jurist L.I. Petrazhitsky ridiculed such a technique, emphasizing that “it is not in the walls, not in the form of buildings represented by plaster models ... And the oral speech of the teacher should never be opposed to the independent preparation of the student.”

On turn of the XIX--XX centuries the subject of discussions was the question of the proper language for teaching law and the system for assessing students.

Since 1872, jurisprudence has been excluded from gymnasium programs, and many authors believe that law is a subject of higher education. special education. Its study "should help a person not only in resolving practical issues but to generate ideals, without which neither a well-organized state nor a prosperous people is conceivable.

By the beginning of the XX century. The teachers of the country proved the importance of stimulating the independent cognitive activity of students, and therefore proposed to strengthen the work with legal sources, reports and abstracts. The “method of questions and plans” is spreading. With its help, the student acquired the ability to work with the text, isolate the main thing, and repeat the past. However, following the attitude of psychologists: “Repeat after a short period of time,” teachers believed that there was no point in absolutizing only one teaching method.

Events in the political life of the 20s. had a significant impact on the methodology of teaching at school: exams, penalties, homework, and scoring of students' knowledge were cancelled. The laboratory-team research method appeared in the practice of schools. The students studied the sources, independently searched for answers to the questions posed. Methodological recommendations for the organization of brigade-laboratory work were presented in the book by B.N. Zhavoronkov and S.N. Dzyubinsky "Mobile laboratory in social science". Experts believed that this approach made it possible to individualize the work of everyone, but at the same time develop the skills of collective activity.

In subsequent years, ideological guidelines dominated the methodological recommendations: to form a firm conviction that our country is “the best”, to show the importance of the laws created, guarantees of people's rights. Attention was drawn to the study of the works of the classics of Marxism-Leninism, the improvement of legal education and upbringing. N.I. Kozyubra, V.V. Oksamytny, P.M. Rabinovich and others argued that the Program of the CPSU, the decisions of its congresses, plenums, and the legal source should be the Constitution of the USSR, the constitutions of the union and autonomous republics, and current legislation. At the same time, it was proposed to distinguish between the main and secondary goals of training and education. Experts insisted on the formation of respect for the law, using the demonstration, explanation, argumentation of the role of law. “For this, it was recommended not to be limited to a simple retelling of the rules of conduct fixed in the law. Students were asked to compare law and morality, to pay attention to the values of socialist law.

Methodists have developed various ways to improve the effectiveness of law education. In the "Teacher's Library" series in the 1970s and 1980s, the Prosveshchenie publishing house published books on the methodology of law. Many of them were variants of lesson notes on specific topics.

In the 1970s and early 1980s, the works of L.S. Bakhmutova, V.V. Berman, G.P. Davydova, A.I. Dolgova, A.P. Kozhevnikova, E.I. Melnikova, A.V. Mitskevich, G.M. Minkovsky, A.F. Nikitina, V.M. Obukhov, A.P. Prokhorov and others on the theory of legal education, methods of teaching law at school. Thus, a scientific basis was created for improving school legal education. IN methodical works characterization of the essence of the concept of "legal education" is given.

But researchers explained the questions about the relationship between legal education and training in different ways. A.I. Dolgova considered legal education, legal propaganda, legal education as components of the process of legal education. G.P. Davydov and V.M. Obukhov believed that legal education as a process of formation of legal knowledge and skills is of independent importance. In their opinion, legal education can and should create the basis for solving the problems of legal education - the formation of legal views, legal feelings, beliefs, attitudes and experience as components of legal consciousness and legal culture.

G.P. Davydov, V.M. Obukhov and others revealed the features of the formation of legal awareness among students. They justified the leading forms of classroom and extracurricular work with students of different age groups. The significance of the combination of verbal and activity-practical forms of legal education for the formation of the legal culture of the individual is revealed.

A step-by-step model of the activity of a teacher and students in a training session on the basics of state and law was developed. It was recommended to use primary sources, audiovisual aids and other visual aids in the lesson. The list of sources includes fragments of speeches by V.I. Lenin "The Tasks of Youth Unions" and "What is Soviet authority?”, codes of the union republics.

M.T. Studenikin, E.N. Zakharova, B.S. Dukhan, determining the pace, methods of conducting and forms of lessons, recommended "to proceed from the content of the topic, the characteristics of the class, to use collective forms of work, materials from radio, television, and periodicals." It was assumed that the lessons on the law should be varied. It can be seminars, laboratory work, role-playing games. The main thing is that “educational material for them should be selected taking into account the need to explain to students the legal status of minors and their responsibility for the offenses committed.” A training system has been developed using didactic material "on cards". It was considered unacceptable to involve an excessively large number of historical facts in the legal content of the lessons, to complicate the legal subject, or to completely copy the methods used in the process of historical education.

The difficulties of organizing the process of teaching law are highlighted. Firstly, 8th grade students turned out to be unprepared to master the complex topics of constitutional law. The study of the Constitution of the USSR in the 80s differed from its study in the 50s in the reduction of study time from 70 hours to 16 hours, and the lack of interconnection between the lessons of history and law. Therefore, it was proposed to transfer topics of a socio-political nature, which are poorly assimilated by students, to the course of social science, and to introduce topics with a pronounced preventive focus on schoolchildren's offenses into the course of law.

Attention was also paid to the problems of assessing students' knowledge of law. Recommendations were given on conducting individual and frontal surveys. In particular, the methodology for preparing stories on the basis of basic concepts, drawing diagrams on the board is explained. Improving the methodology of the survey was aimed at raising the level of independent work of schoolchildren.

The law course for eighth graders recommended interviews, consultations, and no more than one seminar. Many teachers organized a seminar on the topic: "Morals, as the Communists understand it" - by studying the speech of V. Lenin at the III Congress of the Komsomol "The Tasks of Youth Unions." It was recommended to start preparing for such a lesson 2-3 weeks before it was held. At the 1st stage (organizational), the teacher informed the topic of the lesson, interested the students, with whom a work plan was developed. The teacher recommended mandatory sources, literature for study. Here, individual and group tasks were distributed, taking into account the degree of preparedness of students in history. At the 2nd stage (preparation for the seminar), the teacher consulted, assisted the students in preparing for the lesson. Stage 3 involved independent work of students at home and in the library. They selected texts from sources, newspaper materials, made extracts, made detailed plans, prepared oral and written answers to questions of individual assignments. At the 4th stage (final), the teacher consulted the speakers, checked the degree of readiness of students for the seminar.

The common form of the lesson rightfully becomes laboratory work with primary sources - the works of Lenin, documents of the CPSU. The teacher offered tasks, taught to work with the text of the document. Practical classes with elements of search and creative activity of students were also popular. The latter had to analyze the lessons of life situations of a legal and moral nature, solve cognitive problems, participate in role playing. Methodists believed that the main purpose of such lessons was to teach schoolchildren to apply theoretical knowledge in the analysis and evaluation of legal situations encountered in life. It was important to form an "active civic position, to instill a willingness to participate in the protection of law and order." In the classroom, either all students or separate groups participated in the discussion of problems.

Group members, having completed the task, defended their opinion or decision. When solving problems on social and legal topics, other methods were used - each student in the group performed a certain part of the general task. Tasks of this type modeled real life situations in which a contradiction was deliberately set between the correct and not always correct understanding of the norms of law and morality. Thus, the stability of positive motives in schoolchildren was tested when choosing a mode of behavior. It was proved that the compilation of individual tasks by law should be carried out taking into account the knowledge and skills of students. Separate tasks should take into account the issues of vocational guidance for adolescents.

Huge contribution In the development of these ideas, methodologists A.F. Nikitin, V.M. Obukhov, Ya.V. Sokolov, V.V. Berman, A.Yu. Golovotenko. Special collections were created with assignments on law for independent work of students. Experts argued the need to "provide additional legal information to schoolchildren", going beyond the curriculum of the course on the foundations of the Soviet state and law. This created a problematic situation in the lesson. The main thing was - "to ensure the complexity in solving educational and didactic tasks with minimal time." A methodology has been developed for organizing conversations in a lesson about the norms of behavior in society; about attitude towards elders; about the concepts of "duty", "honor", "conscience".

Attention was focused on the study of national legislation and its opposition to bourgeois law.

Much attention in the second half of the XX century. was given to the methodology of the games. Scientists believed that “an educational game is an active method and form of education aimed at developing the legal consciousness of students through personal participation in a particular legal situation. The ultimate goal of the game is to form the readiness of students to practically apply legal knowledge and skills. It differs from other types of learning in that it includes the dynamics of events. The educational game increases interest in legal knowledge, contributes to the education of responsibility and discipline among schoolchildren.

M.T. Studenikin recommended that teachers “when modeling a game by right, initially formulate its didactic goal, determine the names, develop the content, including actual problems in it. Then the teacher should write a game scenario describing the specific situation in which the participants will act. It is important to be able to distribute the roles and private goals of each participant, to develop clear rules of the game for them. Before the start of the game, the teacher collects initial information and gives advanced tasks. During the game, depending on the complexity of the problem, Additional Information. It is better if the students get it on their own, and the teacher only indicates how to get it from the textbook, documents.

Questioning and interviewing acted as a means of activating the cognitive activity of students. They were conducted by schoolchildren on issues developed jointly with the teacher.

A.A. Vagin created a technique for using punched cards in a history lesson, which was borrowed to consolidate educational material in law. The use of punched cards was associated with coding student responses. This technique was used during an operational survey, which required to establish the correctness or incorrectness of the statement, position. It was proposed to give an answer in the form of a conditional sign of confirmation of the correctness of the statement or its denial.

Experts considered dictation to be an important form of activity in the lesson of law. It was supposed to be introduced into the structure of the survey, so that it would be easier to determine the degree of assimilation of legal concepts by students.

In the methodology of teaching law in the 80s, a system was developed for using periodicals in the lesson. At the beginning of the year, teachers conducted a survey on the following questions: 1. From what sources do you get information about legal issues? 2. How often do you read newspaper articles on legal topics? 3. What materials do you like the most and why? This was how the degree of readiness of students to work with printed materials was determined. Schoolchildren were introduced to the methods of selecting, summarizing and storing materials from periodicals. The following form of notes was also used: on one half of the sheet the text of the article from the newspaper was pasted, and on the other half the students, under the guidance of the teacher, wrote down their comments on the text. Materials of periodicals were used in the process of presenting the material by the teacher; when students work independently on commenting on newspaper reports, when setting cognitive tasks.

The study of human rights issues was carried out in the form of "correspondent hours". Each student received a task: to find out from the newspapers the situation in the country in the field of human rights. They also paid attention to the United States and developing countries.

The main attention in the lessons of law was occupied by the formation in students moral qualities: love for the motherland, intolerant attitude towards violators of the order, friendship and brotherhood of the peoples of the USSR. From the end of the 80s. Methodists recommended to strengthen the work with such concepts as duty, honor, conscience, justice. The lesson included elements of discussion and polemics.

In the works of A.V. Druzhkova systematized the experience of practitioners and scientists in the field of methods of law and social science, developed new approaches to the typology of lessons, content, methodological techniques and means of implementing interdisciplinary connections. Anti-communist concepts of social development were criticized in the study of social science.

Pupils were asked to replenish their knowledge by additionally getting acquainted with books “for reading”. A great contribution to the realization of the genre of such literature was made by S.S. Alekseev.

The need for close cooperation with law enforcement agencies was justified by many experts. Specific guidelines for the study of legal topics were developed by G.P. Davydov, G.V. Parabashov, V.E. Bychko, A.Yu. Golovotenko, A.F. Nikitin, E.N. Zakharova, G.N. Loskutova, E.A. Lukyanova, S.G. Kelina, I.Z. Ozersky, V.M. Obukhov, N.G. Samishcheva, P.I. Seruzhny, Ya.V. Sokolov, N.G. Suvorova, V.V. Berman, D.N. Zhuravlev, L.N. Mysovoi, N.V. Nazarov, L.Kh. Polad-Zade.

Experts believed that the lessons should be varied. The teachers were presented methodological developments of extracurricular activities.

In the 90s. 20th century the activity of various authors to develop new approaches in the field of teaching law has intensified. In 1999, the St. Petersburg public organization was created, a humanitarian pedagogical center"Citizen of the 21st century".

Under the leadership of N.I. Eliasberg brought together scientists, school teachers, lawyers, human rights activists, participants in the Law in Schools project. Thus, an integral system of ethical and legal education of schoolchildren from grades 1 to 11 was theoretically substantiated and developed in detail. Created training and metodology complex books (concept, programs, guidelines, anthologies, books for reading, textbooks and manuals, books for teachers - a total of 38 titles of 229 sheets). Since 1997, an experiment began to introduce the system of legal education into the mass practice of schools. Seminars were held to train teachers in new approaches in the field of methods of teaching law. In Kazakhstan, Kyrgyzstan and neighboring countries, schools have appeared that successfully work according to this system. Legal education began to be carried out in St. Petersburg from the 1st to the 11th grades. Its purpose: to lay the foundations of the legal culture of students, to promote the formation of a person with self-esteem, knowing and respecting the rights and freedoms of a person, ready to protect them.

Undoubtedly, a great contribution to the development of legal education in Russia was made by the activities of the Project Russian Foundation Legal Reforms "Legal education at school" in the late 90s. 20th century - the beginning of the XXI century. In 1997-99s. a comprehensive legal course "Fundamentals of Legal Knowledge" for grades 7, 8-9, 10-11 was developed and equipped with appropriate manuals. Since 2001, textbooks have been created, technologies for teaching children in grades 5-6 have been developed, elementary school. Through the efforts of famous authors: V.V. Spassky, S.I. Volodina, A.M. Polievktova, V.V. Navrodnaya, T.V. Kashanina, Suvorova, E.A. Pevtsova and others - developed new systems of interactive teaching of law, prepared recommendations for teachers to conduct legal lessons, translated into Russian reality interesting foreign methods, including the technology of critical thinking. Created for the first time in Russia federal system training and retraining of teachers of law, audio and video materials on law have been prepared.

Within the framework of the project “Legal education at school”, for the first time, an optimal system of competent legal education was created, where the legal content of the new courses and their methodological support turned out to be interconnected. The law education experiment was carried out throughout the country. It can be said that this was the first and most successful version of the modeling of legal education in a modern country, which had a good scientific base and support from practitioners.

Within the framework of this concept of law education, numerous seminars were held in various regions of the country, international conferences and meetings, as well as All-Russian Olympiads. Unique books have been created on the methodological skills of teachers of law, improving their qualifications. Methods of a non-traditional nature were developed, a system for training tutors in the regions, who began to explain new technologies for teaching law to their colleagues. An important role in this was played by the activities of V.V. Spassky, S.I. Volodina and others.

Since 1996, the Consumer Education Program has been launched, sponsored by the American businessman and public figure George Soros. P. Kryuchkova, E. Kuznetsova, Yu. Komissarova, A. Ovsyannikova, D. Sork, A. Fontanova developed a system of methodological techniques and teaching aids for the legal aspects of consumer relations.

Much work in the field of creating non-traditional methods of teaching law was carried out by the Youth Center for Human Rights and Legal Culture of the Russian Human Rights Movement. V.V. Lukhovitsky, S.A. Dyachkova, N.M. Kleimenova, A.A. Lukhovitskaya, I.V. Mukosey, O.G. Pogonina, E.L. Rusakova, O.V. Trifonova became the authors of many books on the methodology of teaching law. They tried to move away from the monologue principle of presenting material, deciding to acquaint schoolchildren with different points of view on the problems under study, to compare opinions and facts that differ from each other. Experts argued that the student should develop his own position on various issues related to human rights. A new technique for working with texts of various types has been developed. These included: legal documents; fables, parables, anecdotes, aphorisms; journalism; fiction (world and Russian classics, fantasy, fairy tales), classical and modern poetry, author's song. The content of legal material is presented in the books not according to the chronological principle, reflecting the history of the emergence and development of human rights ideas, but according to the thematic: an unconventional system has been created for working with texts - "communications", texts - "provocations", texts - "bridges". "Developed courses are based on international and contemporary Russian legislation. Methodists drew attention to the differentiation of legal education (students are offered tasks different levels difficulties). A system of joint work of students in the organization of discussions, activities in pairs, microgroups has been developed. This contributed to the development of intellectual, social and communication skills. On the basis of working with texts, schoolchildren could reproduce the information received (retelling, drawing up a plan, highlighting the main idea), analyzing it (separating facts and opinions, evaluating arguments); comparing different points of view and developing your own position. Project work (independent collection of information on a legal problem, writing an essay, essay, research) has received wide development. Preference was given to role-playing, simulation, story games.

In Perm, I. Bocharov, O. Pogonina, T. Pomadova, A. Suslov, A. Tsukanov and others developed new pedagogical technologies for legal education. N.P. Charnaya showed that their feature is personality-oriented characteristics. Models of the so-called "organizational-activity games" (ODG) were created, the founder of which is G.P. Shchedrovitsky.

Through the efforts of Tambov colleagues, in particular I.G. Druzhkina, developed a methodology for active forms of work on the course "Your rights" for primary school students.

Since 1991, some schools in Tambov have been involved in an experiment in studying law courses. For example, in school No. 8, students studied the ABC of politeness in the 1st grade, in the 2nd class-- course“I, You, We”, and in the 3rd grade - “Your Rights”. Tambov specialists have developed organizational and methodological conditions for legal education. These included: consistency and continuity by years of study; the unity of verbal and activity forms of education and upbringing; the unity of classroom and extracurricular work on legal education; stimulation cognitive activity junior schoolchildren, the use of different forms of classes, activities, didactic tools; constant control of the teacher over the results achieved in order to adjust his further work with students.

A student learning model is written initial stage legal education. According to I.G. Druzhkina, by the time they move from primary to secondary school, students should:

1. Know the specific rules of conduct in the family, at home, at school, on the street, in transport, in cultural institutions, in places of recreation and understand the need to comply with them; be able to explain these rules to other children; choose a way of behavior in accordance with existing rules, follow them; value public order and activities for its protection; strive to be organized and disciplined.

2. Have ideas about human rights recognized by the world community; understand the value of human life, health, freedom and dignity of people, respect their rights, have a negative attitude towards cruelty and violence, nationalism, violation of individual rights; seek to know their rights and obligations, react negatively to humiliation, neglect of oneself and others; Know how to protect your rights.

3. Know what actions and deeds are prohibited by law, be able to explain why you should not act like this; strive not to violate the prohibitions, to be law-abiding.

4. Have an idea about the Constitution of the Russian Federation, know the state symbols of the Russian Federation, understand the following words: “law”, “constitution”, “citizen”, “state”.

5. Have experience of lawful disciplined behavior, observance of the rules of courtesy in dealing with peers and elders.

It is legal education, according to I.G. Druzhkina, forms the learning skills that are necessary for the successful development of the program of any academic subject, and therefore every teacher should be interested in it. Among them:

Skill of oral presentation (the ability to argue one's point of view, listen to the interlocutor, respect his opinion; lead a discussion);

Ability to independently identify problematic issues in the topic;

The ability to evaluate one's own and others' behavior;

Ability to work with a book;

Ability to organize knowledge.

Nizhny Novgorod specialists have created their own approaches to teaching law. M.A. Subbotina proposed to study legal issues within the framework of the regional course "Civic Education" in the 5th and 6th grades.

The Yekaterinburg School of Law has also become more active. Under the leadership of S.S. Alekseev developed a legal course, a methodological system for studying complex legal structures based on historical facts and reality of life. A great contribution to the formation of the Russian methodology of teaching law was made by A.F. Nikitin, A.N. Ioffe, T.V. Bolotina, O.V. Kishenkova, E.S. Korolkova, V.O. Mushinsky, L.N. Bogolyubov, A.Yu. Lazebnikova and others as part of the integration of legal and other social science courses. Thanks to the efforts of well-known experts in the field of law: S.A. Morozova, A.V. Ilyina, A.V. Vorontsova and others - the study of the history of law at school has intensified.

A system of "concentric circles" has been developed in the methodology of teaching law. Its author is V.O. Mushinsky proved that in the content of the legal courses of the school it is necessary to adhere to the following scheme:

In the 90s of the XX century. paid attention to a new type of teaching aid -- workbook. M.I. Shilobod et al. developed a system of multi-variant tasks in law in the form of creative tasks, schemes, etc.1, which must be used in the classroom for students to work independently with topics.

A.F. Nikitin proposed his own method of working with separate tasks on the course "Law and Politics"2. The tasks were dominated by questions like: "compare", "express your opinion", "explain the position". A system of tests has been developed.

S.I. Volodina, A.M. Polievktova, E.M. Ashmarina, S.V. Belogortsev, S.Yu. Makarov, V.V. Navrotskaya, E.A. Pevtsova, A.N. Fontanova, M.N. Tsepkova, N.G. Suvorova developed a new method of legal education using traditional and active forms. In particular, the legal material was supposed to be studied using the method of forming critical thinking. At the 1st stage - the challenge - the students actualized their knowledge on the topic; at the 2nd stage - comprehension - the students got acquainted with new information, concepts. For this, various techniques were used: reading the text with stops, marking the text with symbols, compiling tables. At the 3rd stage - reflections (reflections) - students comprehended what they studied in the lesson, expressing it in their own words. The following techniques were used here: group discussion, writing a mini-essay or essay, drawing up a diagram.