International Law Practice Questions Collection

Author: Yu Mincai
Publisher:
Publish Date: 2006-05-01
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 long disappeared from the current list of popular majors. Law was originally a very "professional" major, but many employers now feel that law students lack professionalism when they apply for jobs. Many students who have studied law for four years know many legal terms but, when asked how to handle a case, can only speak fluently and fluently, full of professional jargon, even mentioning German regulations or some new theories in the United States, but they don't know how China regulates it or how to solve the case that actually happens in China. Etc. This phenomenon can be called "deprofessionalization of professional education." In 2005, Professor He Weifang announced online that he would stop enrolling graduate students, which was a challenge to the current postgraduate entrance examination that overly emphasizes public courses and neglects students' interest in their majors. These phenomena in legal education may be related to the broader educational context. Many liberal arts students spend half their time in university studying foreign languages and the other half playing games. Because the final exams in liberal arts are relatively simple, it is not a problem for students to pass smoothly with credits, and many students only cram for exams a month or even a week before the exam, so some people jokingly say that some liberal arts students actually study for only eight months or even less in four years. While we criticize exam-oriented education and emphasize quality-oriented education, we have "neglected" professional education. This "non-professional" phenomenon has caused many legal educators and practitioners to worry and be uneasy. If this continues, it will not only have a negative impact on our law students but, in the extreme, may harm the legal education in our country. Therefore, we suggest that law students should still study their majors well and refine this highly professional major into their own expertise, so that they can use their professionalism to seek survival and respect.
University students also do exercises? Some people, especially some liberal arts students, might ask back with a mocking tone. 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 to be a rare thing, and some students even feel that university is fundamentally different from high school. However, we have specifically organized and written this "Exercise Collection" for law students, advocating that law students should also conduct synchronous exercises and self-tests during their regular studies. This idea is based on 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 our country, and gain some insight into some cutting-edge academic issues. On a larger scale, we want to make some efforts for 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 master the "essentials" of the discipline, at least some introductory work is needed. This "Exercise Collection" includes a "Knowledge Logic Map" section that details the logical relationships between different knowledge points in a chapter. It also includes various types of self-test questions that highlight key points and provide detailed and insightful answer analyses. This not only broadens students' horizons but also helps them understand the different forms of various types of exam questions and master their problem-solving methods, while also enhancing their adaptability. In addition to the self-test questions for each chapter, the book also includes three sets of mock exams, which students can use to test their learning outcomes after completing the course.
2. Help students pass the National Judicial Examination. After systematically studying law for four years, students should be able to pass the National Judicial Examination with ease. In reality, this is not the case, which indicates that some students' professional studies are only superficial. This "Exercise Collection" selects some classic questions from past National Judicial Examination (Lawyer Qualification Examination) papers to help students understand the difficulty, perspective, and format of the exam, enabling them to study and review more targetedly.
3. Help students prepare for postgraduate entrance exams. On one hand, it selects some questions from past postgraduate entrance examination papers of top law schools (such as Renmin University of China, Peking University, China University of Political Science and Law, etc.). On the other hand, this book includes a special section on "Argumentative and In-depth Thinking Questions" to broaden students' academic horizons and also provide significant help in mastering the methods and skills for answering argumentative questions for those preparing for postgraduate entrance exams.
In summary, our approach is to use a seemingly "exam-oriented" method—synchronous exercises—to achieve our goal of strengthening "professional education," which is both practical and meaningful. This "Exercise Collection" includes 14 books, corresponding to 14 core law courses, and is a supplementary teaching material for the "21st Century Law Series Textbooks." It must be mentioned that since its publication in 2000, the "21st Century Law Series Textbooks" have been widely used by teachers and students in numerous law schools across the country. Some textbooks, such as Professor Wang Liming's "Civil Law," have already sold over 300,000 copies, and the average sales of the 14 core course textbooks are also over 100,000 copies. Behind 100,000 copies are 100,000 or even more readers. The 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" have now expanded into multiple sub-series, including core course textbooks, core course teaching reference books, elective course textbooks, case analysis textbooks, bilingual textbooks, and more, with over 80 titles in total. This "Exercise Collection" is the latest addition. The purpose of all these varieties is the same: to provide more choices for teachers and students who use our textbooks and to meet their diverse needs. We hope that this large-scale "21st Century Law Series Textbooks" can continue to be supplemented and improved, making our teachers and students satisfied and contributing our due efforts to the "professional education" of our country's legal education!