Constitutional Practice Questions Collection

Author: Hu Jingguang, Editor-in-Chief
Publisher:
Publishing Date: 2006-01-01
Features: Faced with various phenomena in higher legal education, we feel confused and have many concerns: Ten years ago, law was considered one of the "hot majors," but it has now disappeared from the list of popular majors. Law was originally a highly specialized field, yet many employers feel that law graduates lack specialization when seeking jobs. Many students who have studied law for four years know numerous legal terms but, when asked how to handle a case, can speak fluently and confidently, full of professional jargon, even mentioning German regulations or fresh theories from the United States, yet they are unaware of how China regulates such cases or how to resolve cases occurring in China. Etc. This phenomenon can be termed "deprofessionalization in professional education." In 2005, Professor He Weifang announced online that he would stop admitting graduate students, challenging the current trend of overly emphasizing public courses and neglecting students' interest in their majors during postgraduate entrance exams. The phenomena in legal education may be related to the broader educational context. Many liberal arts students spend half their time studying foreign languages and the other half playing games after entering university. Since final exams in liberal arts are relatively easy, students can easily pass with credit. Many students cram for exams a month or even a week before the test, so some jokingly say that some liberal arts students actually study for only eight months or less during their four years of university. While we criticize exam-oriented education and emphasize quality-oriented education, we have neglected professional education. This "unprofessionalism" has caused concern and unease among many legal educators and practitioners. If this continues, it will not only have a negative impact on our law students but, in the extreme, may harm China's legal education. Therefore, we suggest that law students should focus on mastering their major and develop it into their own expertise, enabling them to secure survival and respect through professionalism.
Do university students also do exercises? Some people, especially liberal arts students, might ask sarcastically. For science and engineering students, doing exercises and experiments during their studies is very common, but in liberal arts schools and departments, doing exercises seems like an extraordinary thing, and some students even feel the "fundamental difference" between university and high school. However, we have specifically compiled this "Exercise Collection" for law students, advocating that law students should also conduct synchronous exercises and self-assessments during their regular studies. This idea stems from the doubts and concerns mentioned above. We hope that through synchronous exercises, we can help and encourage students to truly master the knowledge of their discipline, familiarize themselves with the current laws of China, and gain some insight into cutting-edge academic issues. On a larger scale, we aim to contribute to the "professional education" of legal education. Specifically, this book aims to achieve the following goals:
1. Help students systematically master the knowledge of their discipline. Completing a course is not just about getting credits; to truly grasp the "essentials" of the discipline, at least foundational work must be done. This "Exercise Collection" includes a "Knowledge Logic Map" section, which meticulously outlines the logical relationships between different knowledge points in a chapter. It also provides various types of self-assessment questions, highlighting key points and offering detailed and insightful answer analyses. This not only broadens students' horizons but also helps them understand the different forms of exam questions, master problem-solving methods, and enhance their adaptability. In addition to the self-assessment questions for each chapter, the book also includes three mock exams, allowing students to test their learning outcomes after completing the course.
2. Help students pass the National Judicial Examination. After systematically studying law for four years, passing the National Judicial Examination should be a natural and effortless task. However, this is not the case, indicating that some students' professional learning remains superficial. This "Exercise Collection" selects classic questions from past National Judicial Examination (Lawyer Qualification Exam) papers to help students understand the difficulty, perspective, and format of the exam, enabling targeted study and review.
3. Help students prepare for postgraduate entrance exams. On one hand, it selects some questions from past postgraduate entrance exam papers of top law schools (such as Renmin University of China, Peking University, and China University of Political Science and Law). On the other hand, the book includes a dedicated "Essay and In-depth Thinking Questions" section to broaden students' academic horizons and provide significant help in mastering the methods and skills for answering essay questions.
In summary, our approach is to use a seemingly "vulgar" method—returning to an "exam-oriented education" model and conducting synchronous exercises—to achieve the grand but unpretentious goal of strengthening "professional education." This "Exercise Collection" consists of 14 books, corresponding to 14 core law courses, and serves as supplementary teaching materials for the "21st Century Law Series Textbooks." It is worth mentioning that since their publication in 2000, the "21st Century Law Series Textbooks" have been widely adopted by legal institutions and teachers across the country. Some textbooks, such as Professor Wang Liming's "Civil Law," have sold over 300,000 copies, and the average sales of the 14 core course textbooks exceed 100,000 copies. Behind 100,000 copies are 100,000 or more readers. The immense love and support of so many readers make us feel a great sense of responsibility. Our only way to repay this is to continuously improve our service! The "21st Century Law Series Textbooks" now have multiple sub-series, including core course textbooks, core course teaching reference books, elective course textbooks, case analysis textbooks, and bilingual textbooks, totaling over 80 types. Now, this "Exercise Collection" has been added. The purpose of all these varieties is to provide more choices for teachers and students who use our textbooks and meet their diverse needs. We hope that this large-scale "21st Century Law Series Textbooks" can continue to be supplemented and improved, satisfying the teachers and students who use it and contributing our due efforts to the "professional education" of China's legal field!
Editors, February 2006