程林 徐可

摘  要：传统的本科诉讼法学教学以教师讲授为主，学生多为被动接受知识而非主动思考，思维拓展、创新能力锻炼不足，难以成为符合新时代发展要求的法治人才。在逻辑思维导图教学范式中，教师可以指导学生运用简明、生动的图形关系直观表现诉讼法具体知识点间的相互关系，进而构建起诉讼法四大构成要素间的逻辑联系，学生也可以由此形成整体学习观、树立自主探究意识。对近两个学年集中受试的119名学生进行的问卷调查与数据分析也表明，该教学范式对新时代法治人才培养具有显著效果，可以在本科诉讼法学教学实践中进一步推广应用。

关键词：逻辑思维导图;教学范式;诉讼法学

中图分类号：G642      文献标志码：A         文章编号：2096-000X（2021）11-0161-04

Abstract： Teaching of traditional Science of Procedure Laws in undergraduate courses is mainly finished by lectures， and students always passively accept knowledge instead of doing active thinking. They lack of training in thinking expansion and innovative ability， and they are difficult to become legal talents that meet the development requirements of the new era. In the logical mind map， teachers can guide students to use concise and vivid graphical relationships to intuitively express the interrelationships between specific knowledge points of Science of Procedure Laws， and then construct the logical connection between the four major components of the procedural law. Students can also form overall learning view and establish independent inquiry sense. The questionnaire analyzed 119 students who have been tested intensively in the past two academic years and also depicts that this teaching paradigm has significant effect on the training of new era legal talents， and it can be further promoted and applied in the teaching practice of undergraduate litigation law.

Keywords： logical mind map; teaching paradigm; Science of Procedure Laws

党的十八届四中全会通过的《中共中央关于全面推进依法治国若干重大问题的决定》，对“创新法治人才培养机制”提出了新的更高要求。诉讼法学作为重要的法学二级学科，也需发挥应有作用。但是，诉讼法学理论较为抽象，知识点多、内容庞杂，而且三大诉讼法所涉程序制度相似度高、容易混淆[1]。如果在本科教学中继续采取教师讲授、学生接受的传统模式，很容易将学生引入理论知识学习、法律规范记忆碎片化乃至死记硬背的误区，难以激发其自主学习、发现问题、解决问题的动力与潜力。因此，有必要进行教学模式的系统改革。而逻辑思维导图教学范式，恰能满足改革需求。

一、逻辑思维导图教学范式的理论解析