Constitutional Practice Questions Collection 21st Century Legal Series Textbook Companion Study Guide

Author: Hu Jingguang
Publisher:
Publish Date: 2006-04-01
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 highly specialized field, yet many employers feel that law graduates lack professionalism when seeking jobs. Many students spend four years studying law, knowing numerous legal terms, but when asked how to handle a case, they can 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 occurs 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. The 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-specialized" 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 specialized 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 also feel the "fundamental difference" between university and high school. However, we have specifically organized and compiled this "Exercise Collection" for law students, advocating that law students should also carry out 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 regulations of our country's laws, and gain some understanding of some cutting-edge academic issues. On a larger scale, we want to make some effort for the "professional education" of legal education. Specifically, this book aims to achieve the following objectives: 1. Help students systematically master the knowledge of their discipline. Completing a course is not just about getting credits; to truly master some "skills" of the discipline, at least some preliminary work is needed. This "Exercise Collection" includes a "Knowledge Logic Map" section, which details the logical relationships between different knowledge points in a chapter. It also includes various types of self-test questions, highlighting key points and providing detailed and insightful answer analyses. This can not only broaden students' horizons but also help 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 still superficial. This "Exercise Collection" selects some classic questions from the past National Judicial Examination (Lawyer Qualification Examination) to help students understand the difficulty, perspective, and format of the exam, and to enable targeted study and review. 3. Help students prepare for postgraduate entrance exams. On one hand, it selects some questions from the past postgraduate entrance examination papers of some 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 specifically includes an "Essay and In-depth Thinking Questions" section to broaden students' academic horizons and also greatly help students master the methods and skills of answering essay questions 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 a total of 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 the "21st Century Law Series Textbooks" were published in 2000, they have been widely used by teachers and students of many law schools across the country. Some textbooks, such as Professor Wang Liming's "Civil Law," have sold over 300,000 copies, and the average sales volume of the textbooks for the 14 core courses is 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" now have multiple sub-series, including core course textbooks, core course teaching reference books, elective course textbooks, case analysis textbooks, bilingual textbooks, etc., with over 80 types in total. This "Exercise Collection" has now been added. 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 needs. We hope that this large-scale "21st Century Law Series Textbooks" can be continuously supplemented and improved, so that teachers and students who use this textbook are satisfied, and we can make our own efforts for the "professional education" of our country's law! Editors February 2006