PRACTICAL TRAININGS IN LAW: METHODOLOGICAL ASPECTS

Abstract

In the article, the features of the practical training in law in the primary and secondary school that are defined as the lessons of formation and improvement of students’ subject skills are described. We offer the general requirements for organizing and conducting workshops, namely: identification of themes, goals and objectives of classes, preparation of complex cognitive tasks for individual and group work of students, selection of teaching methods, compiling the list of references, development of criteria for evaluating the effectiveness of practical work fulfillment. It is specified that the abovementioned requirements and the ways to implement them enable effective formation of students’ core legal competence in learning by improving their subject skills, development of legal logic and speech. The structure of a practical training in law is described together with its main stages. The characteristics of different types of practical training in law for the 9th and the 10th grade is provided; they include the following: learning new material, revision and summarizing ones, legal workshops. The complexity of the law workshops in relation to students and teachers are considered. They are classified as the following: lack of practical training in current textbooks on jurisprudence; lack of legal experience of new teachers for a practical training in high school; students who are unprepared to participate in the workshops because of their slight experience or even the absense of it. The provisions of the article are illustrated by the examples of practical exercises contained in the existing programs «Law. Practical Course «(9th grade),» Law (standard level (Grade 10) and the program «Fundamentals of Law» (grade 9), which will take effect from the 2017–2018 academic year.