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以学术自由为挡箭牌在授课过程中的恣意背离了法学课堂价值中立的理性精神;唯司法考试是瞻等倾向反映了法学课堂教学目标的游离不定;教学语言欠规范以及教材选取随意等显示出常规法学课堂教学行为的失范,这些现象均折射出当前法学课堂教学规范性的偏离。唯有增强法学教学学术的研究,改革不合理的职称评定与考核制度,方可实现法学课堂教学规范性的回归。
The academic freedom as a shield in the teaching process of wanton departure from the rational value of the law school of neutrality; the only judicial examination is the propensity to reflect the legal classroom teaching goals of the other; instructional languages are not standardized and the choice of teaching materials, such as showing conventional The failure of the law teaching behavior in the law classroom reflects the deviation of the normative law teaching in the current law. Only by enhancing the academic research of law teaching and reforming the unreasonable system of job title assessment and assessment can we regress the normative law teaching of law.