Law on Higher Education in Gansu Province and the path to reform the status quo

Abstract: Application of Law senior personnel the importance of Education increasingly significant, as the Law curriculum of advanced Applications training key concern of this paper sought through investigation and analysis, from the curriculum objectives, curriculum content, curriculum structure, several aspects, revealing the Gansu College of Law undergraduate curriculum problems in the status quo, and explore the underlying causes of problems, and finally to improve the status of legal Education in Gansu college recommendations.

Keywords: Gansu universities, legal Education, curriculum, the status quo

1960s, Development of human society entered the era of knowledge economy, many industrial sectors of the community complex, Application, high-level legal professionals is growing demand for the university, market, government, individual students are based on knowledge, stArting from the needs of their own advanced Applications of the Law of personnel training specifications, the quality of proposed new requirements, and thus directly affect the training of university Law changes in various factors, especially Education and training courses as the school people, to achieve the aims of Education. " the bridge "is bound to have to adapt to this change request. Therefore, in order to understand law in Gansu's colleges and universities of professional education in the current status of Gansu College of Law to enhance the quality of professional training, we train undergraduate law Gansu talents of university teachers and students to carry out status on curriculum Research activities in order to in-depth, accurate picture of the current law, colleges and universities undergraduate curriculum situation and problems, so as to educational administration, curriculum, colleges and universities to improve the status quo, improve the quality of personnel training to provide legal basis for decision making.

First, the curriculum reform of higher legal education in Gansu Development History
Thinking back, Gansu higher legal education from the stArt of the 1909 school .1913 Gansu Hosei Hosei Hosei public school was renamed College of Gansu, Gansu Province, is the oldest institutions of higher learning, which has Political and economic undergraduate, matriculation and other subjects of legal .1928 In February, a special school to change law and politics, "Lanzhou Sun Yat-sen," set literature, law, education depArtment and three Chinese, two special training course .1946 Art in August, the words "National Lanzhou University," and set a School of Law [1] So now the Gansu Province of higher legal education and curriculum Development in the bud.

From the 1980s onwards, Gansu university legal education and curriculum Development has truly begun, the reform has gone through three stages: the first phase of the recovery phase of legal education (1978-1981) This stage of the division to begin recovery in 1977 College Entrance Examination work was marked by the CPC Central Committee approved and transmitted .1978 <<Judicial Conference of the Eighth National People's Minutes>> proposed "to restore law and training judicial personnel" requirements, thus, experience the "Cultural Revolution" stArted legal education in China catastrophe ushered in the spring of recovery [2] It also higher legal education in Gansu has injected new vitality, this phase focuses on strengthening the infrastructure of teaching, more emphasis on imparting knowledge, focusing on professional knowledge of teaching, the curriculum in the form of discipline curriculum, emphasizing the improvement of course content system. curriculum focuses on the construction and reform their own single course content system reform and improvement. [3] between a more independent course, there is no contact in the curriculum and the lack of curriculum overall, more repetition of teaching content, a larger proportion of professional courses.

The second phase of legal education, the mature stage of Development (1981-1998) This stage of the division in 1981 <<Republic of China on Academic Degrees>> and <<Republic of China on Academic Degrees Interim Implementation Measures>> two legal documents The introduction and the formal implementation as the main indicator in this phase, the discipline of law colleges and universities in Gansu, legal management, professional settings, evaluation of the quality of legal education and other related aspects of the system also have been established, and in practice, constantly enriched and complete this phase of curriculum reform practice to the development stage. has been popularized the concept of general education, emphasis on strengthening basic education, to broaden the professional caliber. curriculum, strengthen basic teaching, reduce specialized courses, elective courses to increase the weight. [4] in the importance of knowledge taught at the same time, strengthen capacity-building, attention to practice, to develop the abilities of students and Engineering sense.

The third stage is the deepening of reform since 1999, the rapid development stage since the year 1999, with the gradual deepening of reform and opening up, Gansu higher legal education enrollment began this phase the modular curriculum development, curriculum integration to direction, to follow the curriculum and the concept of ideology: the subject-centered, focusing on academic knowledge of systematic, standardized, orderly and relatively independent, to set the relevant course structure (such as public basic course Basic Course + + specialized courses) and courses (basic courses in mathematics and natural sciences, humanities and social sciences curriculum of basic courses and related experiments), but the progress with the times for the courses and curriculum theorists further Research related to the theory, people gradually found that the curriculum theory has its relative limitations, with respect to practice characteristics are obvious features of legal education is concerned, [5] colleges for students interested in theoretical knowledge of teaching and student mastery of the content of the examination, and the related practice areas, especially in some practice Courses are often attached to a door just opened on the course, not enough emphasis.

Second, Gansu College of Law Undergraduate Curriculum Status and Problems
(A curriculum goals
Curriculum goals, in essence, is to refine the training objectives, undergraduate law curriculum should aim to professional training objectives as its fundamental basis, the curriculum is reasonable, directly related to the core of the training program and the quality of legal training, and embodies Postgraduate training objectives and training characteristics, so as students should be fully aware of the training objectives and curriculum goals, and the relationship between them, but the current Gansu College of Law undergraduate curriculum for the training objectives and understanding what happened?
According to the survey, whether the objectives of the curriculum where the Application of training to reflect the goal of this problem, only 42.4% of the surveyed students said that the more satisfied, while 48.7% of the surveyed students chose "very satisfied", select "not satisfied "students to reach 8.0%, significant changes in industrial structure today, the university's training goals have changed, the curriculum must be adjusted subsequently in order to adapt to its changes, but the survey analysis to see where the courses are Setting goals can not reflect the goal, and most students said they were somewhat satisfied with their, according to survey some of the professional curriculum of law schools set goals, five or six years are not adjusted locally, let alone change with the training objectives, and an overall reform of the.

Of course, the main underlying causes is one in a long time in legal education, accustomed to a purely linear thinking to develop courses, often the purpose of education, training objectives or course goals expressed in richness and depth of the lack of careful scrutiny Research, professional education that is around the "professional" core knowledge of teaching activities, as long as main courses or degree programs in its core knowledge content can be included in, the curriculum structure of the rational design [8] As for the training objectives , curriculum objectives referred to in the human ability to create multiple, did not attract enough attention, nor in the course structure and curriculum to give full expression, resulting in the training objectives and curriculum goals of the dislocation.

(B) the curriculum structure
The so-called course structure refers to the curriculum of the various components and their mutual relations. In accordance with the formation of various courses for undergraduate students of knowledge, the different roles played by the ability to point, set the course structure can be divided into basic courses (including the basic course, Liberal Studies basic course), specialized courses, practical classes, if the formation of undergraduates according to the knowledge of the importance of capacity and the requirements for students to points, can be divided into elective and required courses in which degree, also known as compulsory courses, set up the course The purpose is to ensure that our undergraduate degrees meet the academic regulations of the degree level, in order to ensure the quality of award, but the specific circumstances of each school, there are different, for example, Northwest Normal University, the curriculum is structured into the general education curriculum, discipline-based courses, professional education courses, practical classes, etc. Overall, the current law in Gansu undergraduate college curriculum structure is basically in accordance with "foundation courses, specialized courses, practical classes," the mode setting. basically as follows:
1, professional courses, public courses and foreign language courses share the number of hours of Political ones, a larger proportion of the total credits, such as Gansu Institute of Political Science and Law is usually 18 hours for a credit, 2008 Bachelor of Law graduates in the total number of credits at 158 ​​credits, professional courses must meet the 108 credits, 68% of the total credits, foreign language classes in public and Political courses of 27 credits, 17% of the total credits, 2009 credits undergraduate total number of law graduates at 175 credits, professional courses must meet the 113 credits, 65% of the total credits, foreign language classes in public and Political courses of 29 credits, 16.6% of the total credits.

The Harvard University curriculum reform will be three blocks: the core curriculum, elective courses and professional courses. Generally speaking, LLB candidate must complete at least 120 credits of courses, while the core courses and specialized courses for 50 total credits %, foreign language courses is only 10 credits, 8% of the total credits.

Links to free download http://www.hi138.com compared Gansu College of Law undergraduate professional courses, public courses and foreign language courses share the number of hours of political ones, the relatively high proportion of the total credits, resulting in students freedom of choice of course almost no space.

2, the number of elective courses and the number of hours less than normal doors, the choices are limited. Survey data show that 54.5% of respondents Northwest Normal University, the number of elective courses for the 10-16 door door, not elective, 25.2% of students over 12, The graduates of not less than the total credits 177 credits, but not less than 34 elective credits, only 19% of the total credits, Gansu Institute of Political Science and Law Postgraduate Electives are: Classics Readings Law, Negotiable Instruments Law, Insurance Law, real estate law, the history of Western legal thought, maritime law, the WTO legal system, criminal policy, financial law, legal logic, legal English, Foreign Legal History, Tort Liability Act, almost all associated with the high degree of expertise , which is obviously elective expand the students knowledge of the target is not consistent, while undergraduates at Harvard University Law elective share of the total credits of up to 40% -45%, leaving a large number of students are free to choose the space .

3, cross-disciplinary courses and the number of hours less than normal number of gates, the students lower their satisfaction with the survey data show that 40.5% of respondents did not cross-disciplinary elective courses, 45.8% of respondents to the interdisciplinary courses that were not satisfied , 40.8% said he was not satisfied, the two together actually reached 86.6%. In-depth interviews shows that colleges and universities such as Gansu, Gansu Institute of Political Science, Northwest Normal University, simply do not allow students to cross-college, interdisciplinary elective, students in other schools where only specialized in different directions under very limited choice. So most students are very dissatisfied with interdisciplinary courses, can be imagined.

4, the practical course a smaller proportion of total credit to its insufficient attention.

Law students' personal development program in the practical course a smaller proportion of total courses, student curriculum in the "contact real life", "ability to develop practical" aspects of evaluation of the worst .58.8% of the students practical lessons of the total course proportion is only 10%, 54.9% of students believe that the personal training program in practical classes smaller proportion of the total course of Gansu Political practical course consists of two parts, one common practice of the professional courses, three of 14 credits, accounting for 8% of the total credits, the second is a professional practice course, 3 of 6 credits, 3% of the total credits, the two parts of a total of 20 credits, 11% of the total credits. Northwest Normal University undergraduate law courses, including professional practice professional practice 2 credits, 2 credits academic papers, 6 graduation credits, 2 credits forms and policies, the quality of a total of 24 credits, 13.6% of the total credits, while practical courses in U.S. colleges and universities to student internship manner, the time of the school teaching practice different teaching internship at the University of Florida, mainly in the last semester, and the University of Georgia student per semester to three hours a week teaching practice. practice share than the proportion of credits and hours of heavy, especially China, pull the state for 12 credits, 11 credits for the University of Georgia, of the total credits of 15-20% [9]
Gansu College of Law compared to undergraduate practical course a smaller proportion of total credits, and employ only the type of hands-on courses with extensive practical experience of judges, prosecutors and lawyers into the classroom, conduct legal clinics and other activities, the more policies more, but implementation is poor implementation.

(C curriculum content
Curriculum is the curriculum content included knowledge and skills, and to a certain way presented to the students. Gansu College of Law on the current undergraduate curriculum content, can be divided into three categories: basic courses (political theory courses , foreign language courses, sports courses, computer courses, professional courses and practical courses. Here we mainly discuss the setting of the content of professional courses.

1, the level of the course content was not obvious in terms of course content level, one refers to the knowledge of course content and the progressive convergence of the vertical, the second refers to the advanced level courses in the gradually deepening and specialization, the three means courses in the use of intellectual breadth and depth of the level of Research required to gradually strengthen. [10] Gansu College of Law undergraduate curriculum problems, the first is the basic course curriculum and professional lack of appropriate curriculum goals " level "requirement in the curriculum development process are often reversed the sequence, the performance of subjects for the curriculum, course content is difficult to see ahead, and underwent a series of parallel relationship [11] another performance of sequence structure on the cart before the horse , the performance of legal theory courses not only numerous and diverse subjects, and the proportion of class is too large. On the contrary, comprehensive curricula, whether subjects or class has few, constitute a sequence leading to a serious course knowledge tilt.

2, the course content than the old, cutting-edge enough. Gansu due to economic underdevelopment, many colleges and universities for undergraduate education law has been less emphasis on domestic and foreign introduction of new materials, there has been a leading program in the old part of the course content, cutting-edge not enough, international poor. Survey data show that 49.5% and 4.6% of respondents believe that cutting-edge curriculum to select "weak" and "weak", the two reached the cumulative percentage of 54.0%.

3, application, lack of regional knowledge of the student course content to reflect regional economic, political, cultural knowledge, 44.5% and 13.5% of respondents, select the "less" and "very little", the cumulative percentage reached 57.8% . Thus, the current law in Gansu undergraduate college course content to reflect regional economic, political and cultural aspects of a serious lack of knowledge, combined with the development of the region is not close, but also highlights the Gansu Education College of Law in curriculum content was not obvious regional characteristics In the application of knowledge of course content, 50.1% and 38.2% of respondents said "not very satisfied, very dissatisfied", the cumulative percentage has reached 88.3%.

(D curriculum and the differences between individuals
Gansu College of Law undergraduate education in the curriculum focus on the differences between individuals is not enough, the same basic professional personal training plan is identical, mainly due to insufficient attention to individual needs schools, embodied in optional courses for the curriculum of a serious shortage. underlying reasons, first, some school hardware and software resources are limited, students can not take into account the differences between individuals, especially in recent years after enrollment, the problem is more serious, and second, students in the elective process, freedom of choice may be limited, and student enrollment is basically mimic the same class of students or senior, sisters elective situation, the lack of teacher guidance.

Fourth, changes in Gansu undergraduate students of higher legal Thinking Curriculum
Through the analysis of the status quo can be found in Gansu legal professional undergraduate college curriculum, there are many problems solve these problems, the following aspects to make recommendations accordingly and responses:
(A goal of training objectives and curriculum integration
Training goal is education policy and the specific aims of education, the curriculum should focus on training objectives, training objectives in line with the basic requirements, therefore, to determine the Gansu higher professional training undergraduate law is the law targets undergraduate curriculum reform priorities, In determining the professional development objectives, while also considering curriculum goals, teaching objectives, training objectives in order to prevent dislocation and curriculum goals, training goals are determined, to avoid a purely linear thinking to set the course of the training objectives curriculum objectives with the richness of expression and in-depth Research to fine-tuning, should focus on the "professional" knowledge of the core activities of teaching and training objectives, curriculum objectives referred to the ability of people to shape a variety of requirements curriculum, and finally, but also concerned about the use of courses in intellectual breadth and depth of the level of research and application requirements to strengthen, so that law students research awareness, research thinking vision and ability to be increased gradually.

(Two courses structured to rationalize
To consider reducing the expertise required courses, public courses and foreign language courses share the political class, reduce the proportion of their total credits to strengthen elective courses, especially the proportion of cross-disciplinary elective courses, to consider reducing the theoretical courses, practical courses to increase, Gansu Colleges and universities should make every effort to provide law students the opportunity to participate in practical courses to address the social, the practical problems of life as the goal to promote the development of student problem-solving skills, attention should be paid to teach students the final research methods, from basic to help students improve learning ability and independent research capability, but also for students next innovation ability and the generation of innovations laid the foundation, which is particularly important for professional students of law. Links to free download http:// www.hi138.com (three dynamic curriculum content
1, highlighting the students knowledge of cutting-edge course content
Postgraduate students are to address social, legal practical problems of life as the goal, the importance of cutting-edge of its self-evident. The course content should include: First, a hot research area of ​​expertise, difficulty focusing, surviving controversial issue, the second is generally concerned about people's lives, and eager to solve the practical problems of law, perhaps these problems is not high enough academic value, but the lives of ordinary people extremely relevant, third is the cross, marginal and cross-disciplinary the latest research in the field and trends.

2, increase student knowledge of course content in regional
In the law of professional training in the undergraduate, the curriculum should be based on regional economic, social and legal issues to explore, solve, focusing on further promotion of Gansu local economy, culture, law, business development. Specifically, this region should be set in line with the pillar industries and social and cultural characteristics of the course.

(D democratic rights curriculum
In reality, the dominant position of students has been in a neglected state. As students develop a better understanding of their needs, their own lack of knowledge of what what their capacity is weak, so it should be set up to provide courses to students the power of choice and course content They also have the ability to fully participate in the curriculum of course students can also participate in the program to strengthen school management set a fair, just and open to enable students to participate in the curriculum, teaching is a fair and impartial conduct of effective protection of one.

(E Enhanced Practice
1, base and increase practice time for students to practice in the course of practice, should be based on the training direction, targeted to different bases or practice of enterprises and institutions, the law needs to understand the social and legal expertise based on what they have learned identify problems, solve problems, complete a high quality of legal practice report.

2, increase case study courses. Gansu college can be enterprises, institutions have been resolved or are facing legal challenges to move the classroom, difficulty in part by the teachers on the other by the students access to information, independent or group analysis, and finally come up with increase the program so that students in the reading period, it will be schools and enterprises, public institutions closely linked to truly apply their knowledge.

(Six to strengthen the evaluation and supervision of curriculum
1, in-depth within the school, for students to investigate, understand their needs, according to the rules and regulations, to help them plan a career, the implementation of individualized, dynamic elective.

2, strengthen the legal assessment of undergraduate professional education unit, will tend to guard the right of teachers from the school. Let the instructor evaluation of the implementation of program evaluation, monitoring, set curriculum is reasonable, whether the effect was significantly effective programs to promote the rationalization of the curriculum.

3, increase the external supervision, supervision with the assessment of social intermediary organizations curriculum development, while also actively collect the views of local employers, local market demand trends, truly dynamic, comprehensive assessment of course effectiveness and social utility . to promote the professional curriculum of higher legal Gansu further improvement.


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