Shen Zhitao, Zhao Shouzheng
School of Law, Shanghai International Studies University, Shanghai, China.
Front Psychol. 2022 Jul 19;13:917174. doi: 10.3389/fpsyg.2022.917174. eCollection 2022.
This work aims to reform legal teaching in Colleges and Universities (CAUs) and improve law students' comprehensive quality. In the context of Educational Psychology (EPSY) research, Deep Learning (DL) theory is integrated into legal instructional design (ID). Following a theoretical review of EPSY and DL, the current situation and problems of college legal teaching are understood based on the Law School in a University in Shanghai through auditing, communication, and investigation methods. The theoretical research results are integrated into the ID. The teaching content is divided into language information module, wisdom skills module, cognitive module, action skills module, and attitude module. Each module is divided into three teaching methods, and all teaching methods are combined into the proposed legal ID. Finally, the proposed legal ID is applied in the legal classroom of the Law School in a University in Shanghai. Overall, seventy students are recruited and grouped into Class A (experimental group) and Class B (control group). Class A uses the proposed legal ID, and Class B does not. The scores of Classes A and B are compared. After a semester, the average score of Class A has increased from 68 to 71.11 points. The covariance has decreased from 61.66 to 51.42. When the confidence level is set to 0.95, the confidence interval of class A has increased from 65.26-70.74 to 68.62-73.61. By comparison, the average score of Class B dropped from 68.14 to 68.11 points. The covariance has decreased from 60.24 to 41.76. When the confidence level is set to 0.95, the confidence interval of class B has changed from 65.44-70.85 to 65.86-70.37, without significant improvement. Therefore, the proposed legal ID based on DL theory is scientific and effective. This work has certain reference significance for optimizing the ID of CAUs and improving the comprehensive quality of college-student talents.
这项工作旨在改革高校法学教学，提高法学专业学生的综合素质。在教育心理学（EPSY）研究的背景下，深度学习（DL）理论被融入到法学教学设计（ID）中。在对EPSY和DL进行理论综述之后，通过审核、交流和调查方法，以上海某高校法学院为基础了解高校法学教学的现状和问题。理论研究结果被融入到教学设计中。教学内容分为语言信息模块、智慧技能模块、认知模块、动作技能模块和态度模块。每个模块分为三种教学方法，所有教学方法被组合成所提出的法学教学设计。最后，所提出的法学教学设计在上海某高校法学院的法学课堂中得到应用。总体而言，招募了70名学生并将他们分为A班（实验组）和B班（对照组）。A班使用所提出的法学教学设计，B班不使用。比较A班和B班的成绩。一学期后，A班的平均成绩从68分提高到71.11分。协方差从61.66降至51.42。当置信水平设定为0.95时，A班的置信区间从65.26 - 70.74增加到68.62 - 73.61。相比之下，B班的平均成绩从68.14分降至68.11分。协方差从60.24降至41.76。当置信水平设定为0.95时，B班的置信区间从65.44 - 70.85变为65.86 - 70.37，没有显著提高。因此，所提出的基于DL理论的法学教学设计是科学有效的。这项工作对于优化高校教学设计和提高大学生人才的综合素质具有一定的参考意义。
