How to change the lecture method monotonous boring insufficiency

(a) Optimize teaching methods

One of the first, in adhering to the premise of the lecture teaching mode, the introduction of multimedia teaching equipment, modern teaching technology to change the traditional mode of teaching is too monotonous and boring and other deficiencies, through the image, sound, video and other means of information, to the abstract, boring, dull, and tedious. Through the image, sound, video and other information means, the abstract, boring and tedious legal concepts and theories are transformed into concrete and vivid cases and scenes, so as to solve the problem of students' difficulty in understanding the abstract concepts and theories and to improve the learning effect of students. Secondly, case teaching and discussion teaching methods are actively introduced, which are developed on the basis of traditional lecture teaching methods and can effectively overcome the shortcomings of lecture teaching methods. The above two teaching methods are based on the premise of insisting on the dominant position of the teacher in the teaching process, and through stimulating and mobilizing the subjective initiative of the students, so that the students can fully participate in the course and become the protagonists of the classroom, so as to realize the interaction between teaching and learning.

(2) Improvement of teaching content

The improvement of teaching content is mainly reflected in two aspects:

One, strengthen the practical part of the teaching content, the knowledge can only be transformed into the students' ability to change the fate of the students. Therefore, the teacher to impart to the students should not only abstract knowledge of law, should also include the ability to flexibly use the legal knowledge of practical ability. This requires contemporary law teachers not only to have systematic and profound professional knowledge, but also to have rich experience in legal practice. The feasible way is to hire some famous lawyers, old judges and prosecutors with rich practical experience and certain social reputation as guest teachers, and to carry out legal practice lectures for law students regularly, and at the same time, we should also send some strong teachers to the judicial front line to practice or allow part-time legal practice activities, such as serving as part-time lawyers and enterprise legal advisers. Secondly, in the use of case teaching, should try to choose some in the focus of the hot debate and not yet finalized case, such cases can not only stimulate students' interest in learning, attention, and because there is no fixed answer, is conducive to students in the tracking and research process to find out the facts of the case, and from the point of view of this specialty to propose solutions, so as to cultivate the independent thinking and problem-solving skills of law students.

(3) Improvement of Teaching Orientation

That is, to solve the problem of whether the legal education focuses on vocational education or academic education, the traditional teaching mode of law favors the teaching of legal theories, that is, it focuses on cultivating the students' understanding of legal provisions, the legal phenomena, the legal relations of the seminars and analysis, which is conducive to cultivating the students' mastery of the systematic theoretical knowledge and the method of learning other theoretical knowledge , and lay a more solid theoretical foundation for future scientific research. [6] In short, China's old-style law teaching mode is oriented to academic training, but the law students after graduation to embark on scientific research position is only a very small part of the personnel, so for most law students, the teaching orientation favoring academic training is obviously detached from the needs of law practice. Therefore, it is very necessary to moderately adjust the positioning of law teaching in China. Of course, the positioning of different schools can be different, and the ideals of students are different, their training objectives and training programs should also be different. Therefore, from the perspective of law teaching, different schools should be allowed to have different teaching orientation, and students of the same school should have different individual training programs due to different ideal goals. This is mainly reflected in the choice of elective courses, should respect the students' right to choose, and should not be uniform.