The method of teaching law is a pedagogical science about the tasks, content, methods of teaching law.

The subject of the Methodology of Teaching Law is a set of methodological techniques, means of teaching law, the formation of skills and behavior in the legal sphere. This is a scientific discipline that selects legal material for the academic subject "Law" and develops, on the basis of general didactic theory, methodological means for the formation of legal culture in society.

The main tasks of science are:

1.selection of educational legal material and the formation of special legal courses for the training system,

2.creation of special legal training programs, textbooks and teaching aids,

3.selection of teaching aids, determination of a system of methodological techniques and organizational forms of teaching law, as well as teaching a legal course,

4. continuous improvement of methods of teaching law, taking into account the effectiveness of the application of existing ones.

The main functions of science:

1. Practical and organizational - allows you to give specific recommendations to teachers on building a competent system of legal training and education in the state.

2. World outlook - ensures the formation of certain stable views of trainees on the issues of legal reality, understanding of the value of law and its attitudes, and, consequently, the need to respect and comply with the laws of the state, the rights of the individual.

3. Heuristic - allows you to identify some gaps in the study of legal issues and, if necessary, fill them with new ideas for the transmission and comprehension of legal life.

4. Predictive - allows you to foresee in advance the possible result of the learning process in the form of learning models and adjust the ways to achieve them.

Learning directly depends on goal-setting, that is, the definition of goals, which, as a rule, come from the state (or are fixed by its strength) and are shaped by needs social development... The goal is a mental representation of the final result of pedagogical activity, and therefore it determines the necessary actions of the teacher to achieve it. The teacher, organizing the cognitive activity of students, forms a specific goal in the unity of its three components: learning (assimilation of knowledge, abilities, skills); education (the formation of personal qualities, worldview); development (improving abilities, mental strength, etc.).

In science, general goals and specific ones are distinguished. So, general goals are determined by state policy in state regulatory documents (the Concept of civil science, social science and legal education, the basic curriculum, instructional letters of the Ministry), the importance of educating a person with a high level of legal culture, who is well aware of his rights, duties and respects the rights of other people, who is tolerant in communication, democratically and humanely inclined in resolving legal conflicts, is determined.

The goals of legal education can also include:

Raising the level of legal culture of the society;

Education of a citizen capable of defending and defending his own and others' legitimate interests, the formation of his active civic position;

Formation of the skills of lawful behavior, respect for the laws of the country and international law;

Formation of intolerance to violence, war, crime;

The study of national and democratic traditions and values, on the basis of which the improvement of law or the formation of its new attitudes takes place, etc.

Specific goals they are associated with the organization of individual events, lessons.

Law teaching methodology is based on the following principles:

1. - variability and alternativeness of models of legal education. This means that there are many different approaches in the field of teaching law and they actually exist in practice (this is due to the lack of a unified, strictly compulsory system of legal education: different regions have developed their own traditions and features of legal education, which, of course, are based on the requirements of the State Standard knowledge);

2. -personal-oriented approach, providing individualization and differentiation of teaching law (work with each student, based on his level of abilities, possibilities of perceiving legal material, which allows for the development, training of everyone who is involved in the educational process);

In accordance with the specifics of the object and subject of research, one distinguishes between general didactics, which teaches “everyone and everything,” and private didactics, that is, the theory of teaching certain subjects or in certain types of educational institutions. General didactics conceptually defines the development of private didactics, who supply specific material to identify the main, essential features and characteristics of the educational process.

The subject of didactics is laws, principles of the educational process, technologies of teaching and upbringing. The term didactics comes from the Greek word didaktikos - instructive. It is believed that this term was coined in 1613 by the German linguist and teacher Wolfgang Rathke. The first fundamental work on the theory of didactics was the Great Didactics by Jan Amos Comenius, published in 1657.

Didactics solves the following tasks:

1) explores the laws and principles of teaching;

2) develops conceptual provisions, paradigms of the educational process;

3) designs educational technologies;

4) creates systems for diagnostics, monitoring and evaluation of the results obtained;

5) predicts the results of the educational process based on the use of various concepts.

For example: The methodology of teaching economic disciplines explores a set of interrelated means, methods, forms of teaching economic subjects.

What makes this technique different? It is that learning is closely related to the economic life of society. Real knowledge is knowledge of economic laws. The applied aspect makes it possible to build up the theory, expand the conceptual apparatus, and identify new principles and laws. However, excessive enthusiasm for specifics can lead to superficial, simplistic knowledge and conclusions. The "golden mean" is important here, a combination of theory and practice of economic development.

The most important characteristic of the methodology is the widespread use of statistical data. Facts and figures make it possible to reveal not only individual aspects of economic processes and phenomena, but also to show the whole social economy. However, it should be remembered that facts should not be "pulled out" of contact, presented in isolation from the totality of the phenomena of economic life, should not be accidental. Otherwise, they can misinform students, raise doubts about their objectivity. These statistics should be used systematically. Negative facts also require special attention.

All of the above features are interrelated, since this technique is characterized by a special role of argumentation and evidence. Economy as a sphere human activity is designed to provide people with everything they need to sustain life. Here the interests of various strata and groups of the population collide. They are looking for means, arguments to substantiate their ideas, concepts in order to influence social activity. This influences the choice of this or that option and model of the future development of society.

The most important feature of the methodology is the relationship of educational technologies with the role of knowledge in economic development. Teaching technology refers to the methods, means by which the teacher influences the learners. Educational technologies emerged at a certain stage of the economic development of society and evolved along with it. You can read more about this in the article "The relationship between teaching methods and the role of knowledge in economic development." If we classify teaching methods according to the degree of student participation in pedagogical process, then in the nineteenth century. along with the academic, the active method began to be used.

The academic method involves the replication of information by transferring knowledge from teacher to students. The active method means gaining knowledge through the independent work of students.

The rapid development of the means of production required a professional researcher who was able to apply the principles or processes previously studied to a new situation, to use scientific generalizations to solve individual problems, or to combine parts, elements into a new whole.

Appearance in the twentieth century. the interactive method is caused by the need for effective teamwork in order to quickly gain new knowledge and create an atmosphere of cooperation. The interactive method involves the joint work of participants in the educational process.

The balanced use of methods is important in realizing educational goals. Benjamin Bloom, American scientist, identified 6 levels of educational goals

1) knowledge: the ability to reproduce special information, including facts, concepts, principles, laws;

2) understanding: the ability to adequately reflect the information received (transfer to another form, rebuild ideas into a new configuration, predict the result);

3) application: the ability to use previously learned principles, methods, processes to a new situation;

4) analysis: dividing the material into separate component parts and studying each of these parts, establishing their relationship and organization;

5) synthesis: the combination of separate, discrete elements, processes into a new whole;

6) assessment: the process of developing value judgments about ideas, theories, methods.

Assessments can be quantitative or qualitative, based on the use of specific criteria.

Optimization of the educational process involves the use of technology in relation to certain disciplines. The choice of the latter depends not only on the educational goals of the course, but also on the individual teaching style, student experience. In economic disciplines, a different level of complexity of the material is distinguished, which allows the use of various methods of educational cognitive activities.

2 question Chapter 4 of the Federal Law of November 21, 2011 N 324-FZ "On Free Legal Aid in the Russian Federation" refers to the non-state system of free legal aid.

Participants in this assistance system are legal clinics (student advisory bureaus, student law bureaus, and others) and non-governmental free legal aid centers. Formed on a voluntary basis. The legal clinic does not advise on criminal matters.

Educational organizations of higher education can create legal clinics for the implementation of goals, legal education of the population and the formation of legal aid students' skills in providing legal assistance.
A legal clinic is created as a legal entity, if such a right is granted to an educational institution of higher education by its founder, or a structural unit of an educational institution of higher education.
They can provide free legal assistance in the form of oral and written legal advice, drafting statements, complaints, petitions and other legal documents.
In the provision of free legal assistance by legal clinics, persons studying in the legal profession in educational institutions of higher education, under the supervision of persons with a higher legal education, are responsible for the training of these persons and the activities of a legal clinic in an educational institution of higher education.

However, a legal clinic is always a form of teaching students practical skills.

A feature of training in legal clinics is the use of interactive educational technologies, teaching based on a competent approach of special clinical courses (basics of office work in various areas of legal activity, professional ethics, professional communication, legal advice, basics of legal analysis, mediation, etc.), as well as student interaction and a tutor-teacher on the principles of equal cooperation and partnership.

Currently, legal clinics are very widespread. Almost all law schools or law schools are trying to establish a law clinic. The advantages of legal clinics are clear - they benefit both students providing counseling and their visitors - citizens, often belonging to the low-income category.

The main models of the work of legal clinics:
1. Personal counseling.

The visitor arrives at a certain time for an appointment by appointment or on a first come, first served basis. During the reception, the consultant conducts a survey of the visitor, gets acquainted with the documents, makes copies if necessary. During the consultation, an oral / written answer to the question can be given, procedural documents (claim, petition, complaint, etc.)

2. Remote consulting.

Remote consulting is understood as replies to citizens' appeals via e-mail or regular mail.

3. Telephone consultations. The so-called "hot lines" are being formed, where students are on duty and answer citizens' questions by phone. Basically, such consultations are given on not very complicated legal issues, or a recommendation is given to make an appointment for a personal appointment.

4. Offsite consultations.

Legal clinics can organize on-site consultations in social institutions (nursing homes, orphanages, etc.).

Ticket number 30

1 question: Modern teaching aids in the legal education system

2.Simple PKZ: Features of teaching historical legal disciplines: history of state and law of Russia, history of state and law of foreign countries, history of political and legal doctrines

3. Integrated PKZ: Development in writing and conducting an open author's training session on any topic within any legal discipline

During the period of my teaching practice, I mastered such professional competence as teaching legal disciplines at a high theoretical and methodological level (PC-12).

In the process of mastering the professional competence of PC-12, information was found on the state of legal doctrine in the field of legal disciplines, the main Russian and international documents regulating higher legal education were studied. The principles of designing the educational-methodical complex of the discipline were also investigated.

During the teaching of legal disciplines, the necessary methods were selected for teaching the required discipline, the theoretical and regulatory material necessary to complete the assignment was selected and systematized. Along with this, changes were introduced into the teaching materials that have occurred in the regulatory framework and theoretical innovations.

During the period of mastering the professional competence of PK-12, the ability to compose teaching materials that are part of the main educational program, the ability to plan pedagogical activities, methods (including interactive) of conducting all types of training sessions used in the university.

In the course of my pedagogical practice, I applied the methodology of teaching legal disciplines. The methodology of teaching legal disciplines explores the totality of interrelated means, methods, forms of education. What distinguishes this method from others is that training is closely related to the legal life of the state, society, and each person. Such knowledge is knowledge of legal terms, laws, as well as an understanding of the mechanisms of work of legislation.

In order for students to learn not only theoretical side legal disciplines, but also their applied nature, it is necessary to use along with traditional forms and methods of teaching (lectures, seminars, laboratory works), active and interactive teaching methods, such as role-playing and business games, skill trainings, problem situations.

At the same time, active methods are understood as such teaching methods, the application of which is objectively impossible without high level external and internal activity of students. Interactive methods, in turn, are methods as a result of the application of which students interact with each other in the mode of conversation, dialogue. Unlike active methods, interactive ones are focused on broader interaction of students not only with the teacher, but also with each other.

Traditional (passive) teaching methods to a greater extent involve the replication of information by transferring knowledge from teacher to students. Active and interactive methods involve the acquisition of knowledge through the independent work of students, the interaction of students and teachers, students with each other. The balanced use of methods is an important condition for the effectiveness of the methodology for teaching legal disciplines.

A feature of the methodology for teaching legal disciplines is also the widespread use of statistical data, facts and figures, which make it possible to reveal not only individual aspects of processes and phenomena, but also to develop rules of behavior for students in a state governed by the rule of law. The presented facts must be verified, provable, but at the same time they can raise doubts among students, which will allow using problematic teaching methods, such as brainstorming, round table discussions, and discussions.

Since in higher professional educational institutions the leading forms of organization of the pedagogical process are lectures and practical (seminar or laboratory) classes, they, of course, should be given sufficient attention in the process of developing methods of teaching legal disciplines. However, using the listed forms of interaction in their traditional understanding, it is impossible to form interest in the study of legal disciplines, and therefore it is advisable to use lectures for two, binary lectures, active lectures, lectures "Press conferences", problem lectures, lectures-shows, lectures- visualizations, lectures-situations.

If in a traditional lecture, clarification, illustration, description, and examples are mainly used, then in the above types of lectures - a comprehensive analysis of phenomena, a scientific search for truth. As an example, we can cite such types of lectures as a problem lecture and a press conference lecture.

A problem lecture is based on the logic of sequentially modeled problem situations by posing problematic questions or presenting problematic tasks. A problematic situation is a complex, contradictory environment created in the classroom by posing problematic questions (introductory), requiring active cognitive activity of students for its correct assessment and resolution.

The problematic issue contains a dialectical contradiction and requires not reproduction of known knowledge, but reflection, comparison, search, acquisition of new knowledge or application of knowledge obtained earlier. The problematic task, in contrast to the problematic question, contains additional introductory information and, if necessary, some search guidelines for its solution.

The solution of problematic tasks and the search for answers to problematic questions is carried out by the teacher (sometimes resorting to the help of students, organizing an exchange of views). The teacher must not only resolve the contradiction, but also show the logic, methodology, demonstrate the techniques of mental activity emanating from the dialectical method of cognizing complex phenomena.

Thus, at a lecture of a problematic nature, the listeners are in a constant process of "thinking" with the lecturer, and, ultimately, become co-authors in solving problematic problems.

Lecture - press conference is designed to fill the knowledge gaps of students and diagnose their level of training. Organizationally, it is carried out as follows. The lecturer, naming the topic of the lesson, asks the students to ask him questions in writing on the problem under study. Within two to three minutes, students formulate the most interesting questions and pass them on to the teacher. As one of the options for conducting such a lesson, questions can be prepared by students at the request of the teacher in advance at the stage preceding the lecture. Within three to five minutes, the teacher sorts the questions by their content and begins the lecture. It can be presented as a set and sequence of answers to the questions posed, or as a coherent text, in the process of presentation of which answers are formulated.

At the end of the lecture, the teacher analyzes the answers as a reflection of the interests and knowledge of the students. If the answers to individual questions did not satisfy them, then the lecturer reveals them in more detail for the time left for this specially.

It is advisable to conduct a lecture of this type:

1) at the beginning of the study of the section of the program in order to identify the needs, the range of interests of the group, its model, students' attitudes and their capabilities;

2) in the middle of the study, when the lecture is aimed at attracting listeners to the key points of the course and systematizing knowledge;

3) at the end of the study of the discipline (to determine the prospects for the development of the learned content).

I have presented only some examples of the organization of lectures on the methodology of teaching legal disciplines. This technique was studied by me and used in the pedagogical process during training pairs and seminars for students of the Russian State Social University.

On the last day of the internship, I put all the necessary signatures and seals in the documentation on teaching practice in the organization - the place of internship, and presented it to the head of the internship from the university.

Conclusion

I have done a fairly large amount of work at the Department of State and Legal Disciplines of the Russian State Social University, carried out activities with various kinds of educational documentation.

As a result of passing pedagogical practice, the following competencies were developed and mastered:

PC-12 - the ability to teach legal disciplines at a high theoretical and methodological level;

PC-13 - the ability to manage the independent work of students;

PC-14 - the ability to organize and conduct pedagogical research.

The goal of pedagogical practice was achieved - I get theoretical knowledge on the features of the implementation of pedagogical activities with their subsequent application in professional field and practical skills in jurisprudence within the framework of professional competencies: PC-12, PC-13, PC-14.

The following tasks were solved in the process of passing pedagogical practice:

1) gained experience of working in labor collectives in solving production and legal issues;

2) the skills of applying modern educational technologies were obtained;

3) received information about the features of pedagogical activity in the field of jurisprudence;

4) studied the principles of pedagogical activity, as well as the formation of skills for their practical application.

The Individual Assignment tasks were also fully resolved:

1. Studied the administrative and organizational structure of the organization - the place of internship;

2. The teaching of legal disciplines was carried out at a high theoretical and methodological level;

3. Implemented management of independent work of students at the university;

4. Organized and conducted pedagogical research.

Bibliography

1. Umnova IA, Constitutional law of the Russian Federation. In 2 T. T. 1: General part. Textbook and workshop for undergraduate and graduate programs. - M .: Yurayt Publishing House, 2015. [Electronic resource]. - URL: http://biblioclub.ru/

2. Constitutional law of Russia: textbook / B.S. Ebzeev, I.N. Zubov, E.N .; ed. B.S. Ebzeev, E.N. Khazov, A.S. Prudnikov. - 7th ed., Rev. and add. - M .: Unity-Dana, 2015. [Electronic resource]. - URL: http://biblioclub.ru/index.php?page=book_view_red&book_id= 115399

3. Reference legal system "ConsultantPlus". Access mode: http://consultant.ru.

4. Reference legal system "Garant". Access mode: http://garant.ru .

5. Site "State Duma of the Russian Federation". Access mode: www.duma.gov.ru.

6. Site of the Supreme Court of the Russian Federation. Access mode: www.supcourt.ru.

7. Site of the Supreme Arbitration Court of the Russian Federation. Access mode: www.arbitr.ru.

LEGAL EDUCATION

O. A. Tarasenko *

MODERN METHODS OF TEACHING LEGAL DISCIPLINES

Annotation. This article discusses the current methods of teaching legal disciplines: passive, active and interactive; their differentiation is carried out; the possibilities of conducting different types of classes in active and interactive forms, the formation of additional professional competencies (APC) are discussed. An illustration of the application of one method or another is presented through the prism of subjects of business and banking law, a generalization of methodological literature - on the basis of their approbation in the course of the author's pedagogical activity or his participation in the work of the Methodological Council.

Key words: master, bachelor, passive, active and interactive teaching methods, seminar-type classes, lecture-type classes; colloquium; case study, business game, role play, training, master class, work in small groups.

001: 10.17803/1994-1471.2016.70.9.217-228

By order of the Ministry of Education and on- in the field of "jurisprudence", degree

nii and enactment of federal laws for the implementation of basic educational

state educational standard for undergraduate and graduate programs.

higher vocational education as follows from the Federal State Educational Standard of Higher Professional Education in the direction

direction of preparation 030900 "jurisprudence -" jurisprudence ", degree" bachelor ", chief -

dension "(qualification (degree)" bachelor ") 1 purpose of the PLO bachelor degree, a feature

dension ", bachelor's degree) and an order from 14 specific disciplines in general should be

December 2010 No. 1763 “On approval and introduced specific gravity classes conducted

the implementation of the federal state - in active and inter active forms Oh. Together

educational standard of higher education, however, this document establishes a mini-

vocational education in the direction of the

preparation 030900 "jurisprudence" (qualification - "in the educational process, they must co-

1 Bulletin of normative acts of federal executive bodies. 2010. No. 26.

2 Bulletin of normative acts of federal executive bodies. 2011. No. 14.

© Tarasenko O. A., 2016

* Tarasenko Olga Aleksandrovna, Doctor of Law, Professor of the Department of Business and Corporate Law, Moscow State Law University named after O.E. Kutafina (Moscow State Law Academy) [email protected]

123995, Russia, Moscow, st. Sadovaya-Kudrinskaya, 9

The programs of basic disciplines of the professional cycle should include tasks that contribute to the development of competencies. professional activity, for which the graduate is preparing, in a volume that allows the formation of the corresponding general cultural and professional competencies. As a guideline for such tasks, one can consider the norm of clause 7.3, which provides that the educational process should use active and interactive forms of conducting classes (computer simulations, business and role-playing games, analysis of specific situations, psychological and other trainings) in combination with extracurricular work with the purpose of the formation and development of professional skills of students.

The training courses should include meetings with representatives of Russian and foreign companies, government and public organizations, master classes by experts and specialists.

Federal State Educational Standard of Higher Professional Education in the field of "jurisprudence", the degree "master" stipulates that the main goal of the general educational program of the magistracy, the peculiarity of the contingent of students and the content of specific disciplines should be determined by the proportion of classes conducted in interactive forms. In general, in the educational process, they should make up at least 30% of classroom sessions. As examples of active and interactive forms of conducting classes, the following are indicated: interactive seminars, discussions, computer simulations, business and role-playing games, analysis of specific situations, psychological and other trainings, group discussions, the results of the work of student research groups, university and interuniversity teleconferences, game trial) in combination with extracurricular work. Thus, one can see the difference in the requirements for the implementation of the competence-based approach between the two levels of education: the Bachelor's degree program should provide for at least 20% of classroom lessons in active and interactive forms, and the Master's degree program must provide at least 30% and exclusively in an interactive form. In view of this, the list of possible options for tasks for OOP

Master's program has been expanded to include interactive seminars, discussions (including group discussions, the results of the work of student research groups, university and interuniversity teleconferences, a game trial). The similarity in the implementation of the competence-based approach for the analyzed levels of education is the need for meetings with representatives of Russian and foreign companies, government and public organizations, master classes by experts and specialists.

Active and interactive teaching methods are supposed to be used during classes, the types of which are listed in clause 53 of the order of the Ministry of Education and Science of Russia dated December 19, 2013 No. 1367 "On approval of the Procedure for organizing and carrying out educational activities for educational programs higher education - bachelor's programs, specialty programs, master's programs "3. In accordance with this document on educational programs, training sessions of the following types can be conducted, including training sessions aimed at conducting ongoing monitoring of progress:

Lectures and other training sessions providing for the preferential transmission of educational information by the teacher to the students (lecture-type classes);

Seminars, workshops, workshops, laboratory work, colloquia and other similar activities (seminar-type lessons);

Course design (coursework);

Group consultations;

Individual consultations and other training sessions that provide for the individual work of a teacher with a student (including practice guidance);

Independent work of students;

Other types of activities.

It should be noted that by the introduction of the above standards, the authors of the working programs of the academic disciplines of bachelor's and master's degrees somewhat distanced themselves from the use of the term "seminar" when conducting seminar-type lessons; now in his

3 Russian newspaper. 2014. No. 56.

most of the seminar-type lessons are represented by "practical exercises". However, since the content of these lessons remained the same (the teacher's coverage of individual issues of the topic, a classic survey), from a methodological point of view, it is incorrect to rename them into practical exercises. In addition, there is no need for this, because, for example, the Federal State Educational Standard of Higher Professional Education in the field of "jurisprudence", the degree a master's degree is being prepared, for a master's degree program is a seminar that continues on a regular basis for at least two semesters, in which leading researchers and practitioners are involved, and is the basis for adjusting the individual master's curricula. Considering this, as well as the requirements of the Federal State Educational Standard of Higher Professional Education in the field of "jurisprudence", the degree "bachelor", the seminar can be the main active form of classroom training at both levels of education.

Quite often, such a type of seminar-type lesson as a colloquium does not quite correctly fit into the work programs of academic disciplines. Colloquium (from Lat. Colloquium - conversation, conversation) is a type of training session, primarily in universities, conducted with the aim of checking and assessing students' knowledge. This is a kind of oral exam. It can be carried out in the form of an individual conversation between a teacher and a student, or as a mass survey. In the course of group discussion, students learn to express their point of view on a particular issue, to defend their opinion, applying the knowledge gained in the classroom on the subject.

When a subject is read for 2-3 semesters, and there is only one final control, the colloquium plays the role of an intermediate exam. This is done in order to reduce the number of topics to prepare for the main exam. Typically, a colloquium is scheduled for the last seminar-type lesson of the semester. The grade obtained at the colloquium influences the grade of the main exam.

A colloquium is also called a scientific meeting, the purpose of which is to listen and discuss a report, an abstract, the results of scientific conferences.

Thus, we can conclude that such a type of seminar as a colloquium can be convenient for undergraduate and graduate disciplines with midterm control or discussion of scientific works. It follows that the colloquium does not involve traditional consideration of the topic, analysis of specific situations, solving problems, holding business games, etc .; this is what makes it different from seminars and workshops.

So, having decided on the minimum specific weight of classes in active and interactive forms for OOP undergraduate and interactive form for OOP magistracy, types of classroom studies, we will proceed to consider the possibilities of using one or another teaching method in lecture and seminar-type classes.

To begin with, let's establish what is meant by a teaching method. The teaching method (from ancient Greek. Ц £ 0o6oq - path) is the process of interaction between teachers and students, as a result of which there is a transfer and assimilation of knowledge, skills and abilities provided by the content of training. Teaching methods can be divided into three general groups:

1) passive method;

2) active method;

3) interactive method.

Each of these methods has its own characteristics. The passive method is a form of interaction between students and the teacher, in which the teacher is the main actor and manager of the course of the lesson, and the students act as passive listeners, subordinate to the instructions of the teacher. The teacher's connection with students in passive lessons is carried out through surveys, independent, control works, tests, presentations with reports, essays, etc. From the point of view of modern pedagogical technologies and the effectiveness of the assimilation of educational material by students, the passive method is considered the most ineffective, but, despite this, it also has some advantages. This is a relatively easy preparation for the lesson on the part of the teacher and the opportunity to present a relatively large amount of educational material in the limited time frame of the lesson. Given these advantages, many teachers prefer the passive method to the rest.

methods. I must say that in some cases this approach works successfully in the hands of an experienced teacher, especially if the students have clear goals aimed at a thorough study of the subject.

The active method should be understood as a form of interaction between students and the teacher, in which the teacher and students interact with each other during the lesson.

The interactive method is focused on broader interaction of students not only with the teacher, but also with each other and on the dominance of students' activity in the learning process.

The place of the teacher in interactive classes is reduced to the direction of students' activities to achieve the goals of the lesson. The teacher also develops a lesson plan (usually these are interactive assignments, during which students study the material). Consequently, the main components of interactive activities are interactive tasks that are completed by students. An important difference between interactive tasks and ordinary tasks is that by completing them, students not only and not so much consolidate the material already studied, but learn new ones4.

Let us now consider in what type of classes one or another method can be successfully applied5.

The most common type of passive lesson is lecture. This type is widespread in universities where adults study, fully formed people who have clear goals to deeply study the subject. In addition, the passive method of teaching is also used during seminars, when the current form of control is a classic survey and the teacher continues to illuminate the complex aspects of the topic in the development of the lecture.

If we proceed from the requirements of the standards, then using the passive method, it is possible to conduct lecture-type classes in the academic disciplines of the master's degree and to a greater extent use this method (including its application in the classes of seven

Nar type) when teaching bachelor's degree disciplines. However, taking into account the need to implement the competence-based approach, it seems reasonable to some modification, modernization of the passive method. For example, in seminar-type classes, it is possible to reduce the number of theoretical questions by replacing them with practical tasks and tasks (for example, on the question "Legal status of an individual entrepreneur" to formulate the task as "Consulting a client about the pros and cons of this form of entrepreneurial activity in comparison with a legal entity "); replace mandatory tests with essays and abstracts of choice and increase the use of demonstration in the submission of material and control of learning (for example, ask students to schematically represent the content of laws, instructions, a mechanism for implementing activities, etc.).

Using the active method, it is possible to conduct the vast majority of lecture and seminar-type classes.

Although, as noted earlier, the lecture tends to use a passive teaching method (and it is allowed by the standards). In some cases, passive transmission of material can be transformed into a lecture-conversation, a lecture-discussion, a lecture with the use of feedback, a problem lecture5 and conduct this type of lesson in an active form. The lecture model using an active teaching method assumes:

Providing students with a presentation and handouts in advance of the lecture with the obligatory study of them;

The expediency of starting a lecture with a dialogue (to identify existing knowledge and determine the level of preparation of the audience);

Asking questions during lectures that provoke students' objections;

Use of audiovisual materials (presentations, videos, referrals to relevant portals on the Internet);

4 URL: wikipedia.org (date accessed: 02/06/2016).

5 Androvnova T. A., Tarasenko O. A. Active and interactive forms of conducting classes for bachelors and masters // Legal Education and Science. 2013. No. 2.

Disclosure of material in mandatory connection with practical issues;

Allocation of time for answers to questions discussed during lectures, sudden discussions;

Completion of an individual question with a task or a small test with the aim of immediately applying knowledge;

Generalization of lecture material by students (as feedback). It is difficult to use the interactive method during lecture-type classes, since it involves business communication between students. At the same time, the use of TCO and presentations does not give a sufficient reason to talk about a change in the method of conducting a lesson, since students continue to remain exclusively recipients of knowledge.

Next, we will consider in detail specific examples of active and interactive forms of conducting seminar-type classes. Let us make a remark that educational standards, indicating that active and interactive forms of conducting classes should be widely used in the educational process, name some of them. At the same time, it remains unclear which of them are active forms of conducting classes, and which are interactive (since they are represented by a general list). Having indicated above what is the difference between active and interactive methods, we will try to isolate their varieties. However, preliminary it should be noted that the legislator, most likely, deliberately did not distinguish between approximate forms and methods of teaching, since, for example, brainstorming, training, case studies can be carried out using both an active and an interactive teaching method.

Using the active method, you can conduct most of the seminar-type classes - seminars, workshops, colloquia. Seminar-type classes using an active teaching method are aimed at developing students' independent thinking and the ability to skillfully solve non-standard professional problems. The types of active forms of employment

seminar-type activities include dialogue, discussion, training, case studies.

Dialogue - a conversation between a teacher and one or more students, consisting of an exchange of remarks. Dialogue unity is ensured by the connection of various kinds of replicas (formulas of speech etiquette, question-answer, addition, narration, distribution, agreement-disagreement). There are three main types of interaction between the participants in the dialogue: dependence, cooperation and equality. The dependence of students as participants in the dialogue, on the teacher, lies in their need to answer the questions initiated by him. Dialogue by the type of cooperation involves the solution of a specific problem by the joint efforts of the students and the teacher. If the teacher and students conduct a conversation not aimed at achieving any result, this is a dialogue-equality. Dialogue is considered as the primary, natural form of verbal communication, therefore, even in scientific speech, the deployment of dialogue occurs spontaneously, because in the overwhelming majority of cases, students' responses-responses are unknown or unpredictable. The use of dialogue in seminar-type lessons is valuable for the opportunity for students to improve their communicative-speech strategy; to level out the features of colloquial speech, the habit of speaking in incomplete structures6. The speech of university professors is distinguished by its logic and harmony of presentation, a large vocabulary and is a kind of model for participating in a scientific conversation.

Discussion is the exchange of conflicting arguments between two or more interlocutors. Participation in a discussion presupposes a shared mindset that can lead to an argument. Thus, the discussion resembles a dialogue, moreover, sometimes both of these concepts are used as synonymous. If, nevertheless, try to distinguish between them, then it is reasonable to rely on the etymology, which in the word "discussion" emphasizes the idea of ​​collision (discutere in Latin means "to break"). So, dialogue is an exchange of opinions, ideas or arguments, a discussion

6 URL: http://www.bibliotekar.ru/russkiy-yazyk/20.htm (date of access: 02/06/2016).

this is a clash of ideas and arguments7. Discussion is one of the most important forms of communication, a method for solving problems and a peculiar way of knowing. Discussion is useful in that it reduces the moment of subjectivity while providing general support for the beliefs of an individual student or group of students. Discussions are usually contrasted with polemics, the purpose of which is to assert certain values ​​using correct techniques. In polemics, but not in discussion, one can speak of the victory of one of the disputing parties. When the truth is revealed as a result of discussion, it becomes the property of both disputing parties, and the victory of one of them has a purely psychological character.

Training (English training, from train - to teach, educate) is an active learning method aimed at developing knowledge, abilities, skills and social attitudes.

The advantage of the training is that it ensures the active involvement of all participants in the training process.

Most of the trainings are aimed at the formation and development of a certain skill, for example, news training, self-presentation training, etc.

When starting a new curriculum (project);

When you need to pause and switch students' attention from one question to another;

At the end of the lesson when the students are tired. When teaching legal disciplines

end-to-end training is possible, stimulating, first of all, the formation of students' stable habits to follow changes in the current legislation, use only relevant legal material (subscription to mailing lists of the ATP "Consultant-Plus" or the EPS system "GARANT"). For example,

students are encouraged to take turns doing a short weekly overview of changes in banking legislation. Through this training, it is possible to form additional professional competence among students - the ability to monitor regulatory legal information used in entrepreneurial activity and make changes to it, taking into account the requirements of the legislation.

Case studies are an improved method for analyzing specific situations based on learning by solving specific problems - situations (solving cases). Cases are divided into practical (reflecting real life situations), teaching (artificially created, containing a significant element of convention when reflecting life in it) and research (focused on conducting research activities through the application of the modeling method).

The method of specific situations (case-study method) refers to simulation teaching methods. When studying specific situations, the student must understand the situation, assess the situation, determine whether there is a problem in it and what is its essence, determine his role in solving the problem and develop an appropriate line of behavior9.

A case study can have several levels of complexity, which is clearly manifested when the materials of judicial practice are taken as its basis. It is advisable to start implementing it already in the first years of study by setting students to such an assignment as “to illustrate the topic with the most striking court case”. The trainees acquire skills in search, selection, graphic and oral demonstration of judicial practice. The lack of this skill is often found in course projects, graduate qualification works, where examples of judicial practice are far-fetched, are not the essence of the decision, but its continuous copying.

Sponville's Philosophical Dictionary // URL: http://philosophy_sponville.academic.ru (date accessed: 06.02.2016).

Philosophy: an encyclopedic dictionary / ed. A.A. Ivina. M.: Gardariki, 2004.

An interesting case study in an interactive form is proposed in the article: Shevchenko O. M. Formation of general cultural and professional competencies of students in teaching entrepreneurial law: issues of teaching methods // Legal Education and Science. 2011. No. 2.

In the future, it is advisable to increase the level of complexity of the case study, gradually complementing the practical exercises:

Analysis of the decision of the highest court in the relevant profile;

By solving a practical incident;

Revealing the lack of uniformity of judicial practice and formulating proposals for its improvement or amendments to the current legislation.

Brainstorming is one of the most effective methods of stimulation creative activity... This method can be applied to any group of students, both with a large number of students and not. The essence of the method is that at the beginning of work with students, the teacher forms a problem (task), and then asks them a number of questions and receives answers to them, thereby revealing the level of awareness of the group in a particular issue. In the course of the lesson, students form options for solving the problem. At the end of the lesson (part of the lesson), all the proposed solutions to the problem are discussed and the most valuable ideas are noted. An example of a brainstorming task might be: “There is an internal contradiction in the term“ non-bank credit institution ”. What options can you offer to replace it? "

Since the interactive method is based on direct contact between students and the teacher, it is advisable to use it to conduct practical exercises. Classes can take the form of discussions, business and role-playing games, brainstorming, pedagogical trainings, work in small groups, a game trial, master classes by specialists in order to form and develop the professional skills of students.

Conducting practical classes in an interactive form has one characteristic feature: replacing theoretical questions and discussing doctrinal approaches with practical assignments, creative assignments or solving incidents. Students are involved in the learning process by posing (modeling) specific practical tasks-questions in front of them with their subsequent resolution.

Consequently, interactive learning is primarily about collaborative learning. All participants in the educational process (teacher, students) interact with each other, exchange information, jointly solve problems, and simulate situations. Moreover, this happens in an atmosphere of goodwill and mutual support, which allows not only to receive new knowledge, but also develops the very cognitive activity.

Interactive learning is special method organization of cognitive activity. He has very specific and predictable goals in mind:

Improving the efficiency of the educational process, achieving high results;

Strengthening motivation to study the discipline;

Formation and development of professional skills of students;

Formation of communication skills;

Development of analytical skills and reflective expressions;

Development of skills in modern technical means and technologies of perception and processing of information. Let's consider some interactive forms of seminar-type classes, which, in our opinion, should be actively used in the educational process.

The use of business games contributes to the development of critical thinking skills, communication skills, problem solving skills, and the processing of various behaviors in problem situations.

Conducting a business game usually consists of the following parts:

Instructing the teacher about the conduct of the game (goal, content, end result, formation of game teams and distribution of roles);

Studying documentation by students (scenario, rules, step-by-step tasks), distribution of roles within the subgroup;

The game itself (study of the situation, discussion, decision-making, design);

Public defense of the proposed solutions;

Determination of the winners of the game;

Summing up and analyzing the game by the teacher.

As an example, we can cite a business game for a practical lesson "Bank accounts of legal entities": "A card with samples of signatures and seal impressions." The business game is held during a practical lesson with the involvement of all those present. In preparation for the business game, listeners should study Appendices No. 1 and 2 to Bank of Russia Instruction No. 153-I dated May 30, 2014 "On Opening and Closing Bank Accounts, Deposit Accounts (Deposits), Deposit Accounts" 10 and the Bank of Russia Instruction dated December 5, 2013 No. 147-I "On the procedure for conducting inspections of credit institutions (their branches) by authorized representatives of the Central Bank of the Russian Federation (Bank of Russia)" 11.

In the process of a business game, students are divided into 3 groups. The first group fills in cards with samples of signatures and seal imprints on behalf of a specific legal entity or individual entrepreneur. Preliminarily, the teacher distributes to the students copies of bank cards of the current bank and certificates of entry into the Unified State Register of Legal Entities (the more certificates of registration of legal entities and individual entrepreneurs there are, the higher the degree of individualization of the assignment). The aim of the group is to accurately fill in the card with samples of signatures and seal impressions. The second group - bank employees authorized to draw up a card with samples of signatures and seal imprints. Their goal: to resolve the issue of the possibility of accepting a card with samples of signatures and seal imprints and to issue it in the manner prescribed by Instruction 153-I. The last group of students - authorized representatives

Of the Bank of Russia assessing the compliance of a credit institution with the legislation of the Russian Federation and regulations of the Bank of Russia. Conducting a business game allows students to master the skills of filling out a card with sample signatures and a seal imprint - a strictly formalized document required to open a bank account; the skills of a banking lawyer, an employee of the Bank of Russia.

Since the business game is similar to training, it becomes necessary to indicate some of their distinctive features. For clarity, we will present them in the form of a table.

Role play is a structured learning situation in which students temporarily assume certain social roles and demonstrate behavioral patterns that (in their opinion) correspond to those roles. In the game, with the help of symbolic means (speech, table, document, etc.), the objective and social content of professional activity is recreated, the behavior of the participants in the game is imitated according to given rules, reflecting the conditions and dynamics of a real production environment. A methodically correctly constructed game serves as an effective means of teaching decision-making technology.

The main components of the game are the scenario, game environment, regulations. The scenario includes a description of the game situation, the rules of the game and a description of the production environment. The behavior of the participants is the main tool of the game. The correct choice of the timing of the game and the recreation of the real situation are very important. The rules of the game determine the order of topics or

Business game Training

Develops a set of skills Used to train a specific skill

Assumes distribution of roles Everyone is trained to perform the same function

The problematic content is expressed: competition, conflict of interests, winners and losers Competition only in the degree of mastering a skill

Interaction-based, communication Can be done individually

10 Bulletin of the Bank of Russia. 2014. No. 60.

11 Bulletin of the Bank of Russia. 2014. No. 23-24.

documents, General requirements to the mode of its conduct and to the guidance materials12. At the same time, the main emphasis in the role-playing game is placed precisely on the form, and not on the content of the activity. Looking at the very definition of a role-playing game, one can single out its key difference from a business one: in the first it is most important to adhere to a certain course of action, acting out the role, without going beyond its scope, and in the second, the main thing is to develop a solution (or several alternative solutions) that allows solving a given at the initial moment of the game, the situation is most favorable13. The development of a role-playing game is a laborious and complex process, it is not within the power of every teacher, and therefore, in the early stages of teaching, you can use the developments of other authors.

Small group work is one of the most popular strategies, as it allows all students (including shy ones) to practice cooperation skills, interpersonal communication, in particular, the ability to actively listen, develop a common opinion, and resolve disagreements. All this is often impossible in a large team. Work in small group- an integral part of many interactive methods, for example, such as debates, case studies, almost all types of role-playing games, litigation, etc. trade network for the possibility of including new juice products in the assortment ”. “Visual material” (the teacher can bring the actual packaging of juice to the classroom on his own or ask students to do it).

Note that working in small groups is time-consuming and should not be overused. Experienced methodologists recommend forming groups with a diverse composition of students, including strong, medium and weak students, boys and girls.

nis, representatives of different cultures, social strata, etc. In such groups, creative thinking is stimulated, an intensive exchange of ideas, and more constructive relationships between the participants are built. It is desirable to assign roles within the group based on the educational opportunities and preferences of the students. Usually the following roles are offered to perform within the groups: Facilitator (organizer of the group's activities); registrar (records the results of work); speaker (reports on the results of the work); journalist (asks clarifying questions, both to the group itself, and during further discussion of the results to participants in other groups). The distribution of roles allows each member of the group to be actively involved in the work. Note that when offering work in small groups, the teacher should not withdraw on his own and expect that students will be able to complete the task well without his help. It is required to constantly walk around the classroom, help students solve problems arising in the group and understand what skills are required to work in a small group.

When preparing the assignment for small group work, consider the expected learning outcomes of each group, as well as the overall outcome of the classroom work. Typically, after the completion of the group work, the floor is given to the presenters to report on the results of the assignment. The use of posters, tables, presentations is encouraged.

Pedagogical training. Do not forget that masters and bachelors in the field of law are preparing for such a type of professional activity as teaching. For example, a master must have the following professional competencies in teaching: the ability to teach legal disciplines at a high theoretical and methodological level; the ability to manage the independent work of students; be able to

12 Kulenko T.N. scientific-practical conferences. M.: Jurisprudence. 2008.S. 73-75.

13 Popov E.B., Babushkin S.S. From "game in general" to an interdisciplinary business game // International electronic journal: sustainable development, science and practice. 2014. Issue. 2 (13). Art. fourteen.

organize and conduct pedagogical research; effectively carry out legal education. It is the teacher's task to form and develop these abilities in a student. Effective way in their formation, in our opinion, is the opportunity to provide bachelors and masters themselves to conduct a certain part of a practical lesson (seminar) or the whole lesson. Students can be entrusted to develop a lesson plan, questions and incidents to be studied, select literature, actual examples of practice. The student should try to conduct the lesson on his own, answer questions, maintain discipline. The value of such a training lies not only in the formation of pedagogical skills, but also in a high degree of preparation of the student on the selected problems.

At the master class, a conceptually new author's system, know-how is transferred. Master classes contribute to the student's personal orientation, his professional, intellectual and aesthetic education. In the context of a master class, professional excellence means, first of all, the ability to quickly and efficiently solve an educational problem in the practical field of the chosen subject. The master class solves the following tasks:

Teaching the student the basics of a professional attitude to the chosen specialty;

Professional language training;

Transfer of productive ways of working (technique, method or technology);

An example of an adequate form and way of presenting your experience.

The methodology for conducting master classes does not have strict norms, however, like all other interactive methods, it requires preliminary preparation (generating an idea, developing a plan, searching for a master's personality, immersing students in a topic (you can first conduct a classic seminar on this topic), a master -class, instant application of knowledge (optional); reflection.Example of a master class by the chairman of the board

CB "Maxima" on the topic "Bank lending to small and medium-sized businesses" is disclosed in the monograph "Small and medium-sized businesses: legal support" 14

As for computer simulations, which are modeling of an educational situation and its sequential playback in order to solve it on a computer, their use in legal education is rare. Minus this method is the need to involve IT specialists in the development of programs. But this method also has tremendous advantages. Computer simulations represent some part of the surrounding reality, they allow you to study those aspects of it that cannot be studied in another way for reasons of safety, ethics, high cost, necessary technical support or the scale of the phenomenon under study. Simulations help visualize abstract concepts.

Computer simulation as an interactive form of education has the following capabilities:

Creates an image of the real attributes of the activity;

Acts as a virtual analogue of real interaction;

Creates conditions for the replacement of real performance of social or professional roles;

It is a form of monitoring the effectiveness of vocational training.

When using a computer on training session the need to motivate students for an educational goal disappears, they are happy to be involved in the work, independently try to understand the proposed task, all its features and get to the very essence15. As an example of using computer simulation as a form of control, the well-known theoretical exam in the traffic police can serve as an example.

In conclusion, we note that the teacher can stimulate extracurricular independent work in an active and interactive

14 Small and medium business: legal support: monograph / [I. V. Ershova, L. V. Andreeva, A. G. Bobkov and others]; otv. ed. I. V. Ershova. M.: Jurisprudence, 2014.S. 182-186.

15 URL: ec.dstu.edu.ru/site/ci/documents/downloadFile/2648542 (date of access: 06.02.2016).

different forms, examples of which can be work in small groups on a creative project, preparation of binary reports, translations of foreign legal literature. By

disciplines that provide for a large number of hours, the independent work of students can be reflected in the portfolio.

BIBLIOGRAPHY

1 . Androvnova T. A, Tarasenko O. A. Active and interactive forms of conducting classes for bachelors and masters // Legal Education and Science. - 2013. - № 2. 2. Small and medium business: legal support: monograph / [I. V. Ershova, L. V. Andreeva, A. G. Bobkov and others]; otv. ed. I. V. Ershova. - M.: Jurisprudence, 2014 .-- S. 182-186.

3. Kulenko T.N. Application of interactive methods of teaching business law //

Business law and methods of teaching it: materials of the international scientific and practical conference. - M., Jurisprudence, 2008 .-- S. 73-75.

4 . Popov E.B., Babushkin S.S. From "game in general" to an interdisciplinary business game // International

electronic journal: sustainable development, science and practice. - 2014. - Issue. 2 (13). - Art. fourteen.

5 . Shevchenko O. M. Formation of general cultural and professional competencies of students at

teaching entrepreneurial law: issues of teaching methods // Legal Education and Science. - 2011. - № 2. 6. Philosophy: an encyclopedic dictionary / ed. A. A. Ivina. - M.: Gardariki, 2004.

CURRENT METHODS OF TEACHING COURSES IN LAW

TARASENKO Olga Aleksandrovna - Doctor of Law, Professor at the Department of Company and Corporate Law, Kutafin Moscow State Law University (MSAL) [email protected] 123995, Russia, Sadovaya-Kudrinskaya Street, 9

Review. The article discusses current methods for teaching courses in law: passive, active and interactive; the distinction between them; the possibility of delivering different types of classes in the active and interactive forms, formation of additional professional competencies (DPK). Illustration of application of different methods is given through the prism of courses in company and banking law, review of literature on methodology, which is based on their testing during the pedagogical activity of the author or her participation in the work of the Methodical Council.

Keywords: Master, Bachelor, passive, active and interactive method of teaching, seminar-type classes, lecture type classes; oral examination, case study, business game, role-play, training, workshop, small groups work.

REFERENCES (TRANSLITERATION)

1 . Androvnova T. A., Tarasenko O. A. Aktivnye i interaktivnye formy provedenija zanjatij dlja bakalavrov i

magistrov // Juridicheskoe obrazovanie i nauka. - 2013. - No. 2. 2. Maloe i srednee predprinimatel "stvo: pravovoe obespechenie: monografija /; otv. Red. IV Ershova. - M.: Jurisprudencija, 2014. - S. 182-186. 3. Kulenko TN Primenenie interaktivnyh metodov prepodavanija predprinimatel "skogo prava // Predprinimatel" skoe pravo i metodika ego prepodavanija: materialy mezhdunarodnoj nauchno-prakticheskoj konferencii. - M., Jurisprudencija, 2008. - S. 73-75.

4 . Popov E. B., Babushkin S. S. Ot "igry voobshhe" k mezhdisciplinarnoj delovoj igre // Mezhdunarodnyj

jelektronnyj zhurnal: ustojchivoe razvitie, nauka i praktika. - 2014. - Vyp. 2 (13). - St. fourteen.

5 . Shevchenko O. M. Formirovanie obshhekul "turnyh i professional" nyh kompetencij studentov pri obuchenii

predprinimatel "skomu pravu: voprosy metodiki prepodavanija // Juridicheskoe obrazovanie i nauka. - 2011. - No. 2.

6. Filosofija: jenciklopedicheskij slovar "/ pod red. A. A. Ivina. - M.: Gardariki, 2004.

2. Bulatov O. Sh. Modernization and legislative improvement of the political system of the Russian Federation // Law and Politics. - 2011. - N 3 (135). - S. 360-366.

3. Diskin IE Responsiveness of the modern Russian political system // Monitoring of public opinion. - 2010. -N 6 (100). - S. 4-11.

4. Peregudov S. P. Politic system Russia in the global context: institutions and mechanisms of interaction. - M .: ROSSPEN, 2011 .-- 431 p.

5. Tsygankov AP Modern political regimes: structure, typology, dynamics: textbook. - M .: Interpraks, 1995 .-- 296 p.

K.V. Velikanov

ON SOME PROBLEMS OF TEACHING LEGAL DISCIPLINES TO STUDENTS TRAINING NON-LEGAL SPECIALTIES

Key words: teaching methods, legal disciplines, teaching methods.

Annotation: the work is aimed at focusing attention on the problems of teaching legal disciplines to students of non-legal specialties, the author has developed recommendations for improving the teaching process.

Keywords: methods of teaching, legal discipline, learning methods.

Abstract: work focuses on the focus problems of teaching of legal disciplines to students of not legal specialties, the author developed recommendations for improving the teaching process.

The current stage of economic development, and primarily the service sector, makes high demands on the quality of professional training of university graduates who studied humanitarian specialties. This training should be comprehensive and include not only knowledge, skills and abilities that are directly related to the profession received, but also

allow the specialist to confidently navigate in situations of an intersectoral nature.

Thus, a lawyer working in the field of mediation (mediation) must have the knowledge and skills of a psychologist (in particular, in the field of conflict management); a customs specialist must have not only good economic, but also legal training; a service and tourism specialist needs the knowledge and skills of an economist, manager, lawyer and psychologist at the same time. Most of the modern popular humanitarian professions are complex in nature, requiring from a specialist, first of all, communication skills, knowledge of the laws of the market, the ability to work with texts of prescriptive law.

It can be assumed that the corresponding training programs offer students comprehensive training. And this is mostly true, but only concerns the structure of the curriculum, and practically does not affect the teaching methodology. After all, it is not enough just to combine disciplines of different specialties in one educational module in order to get a “universal” specialist as a result of mastering the program. The teaching and learning methodology of each discipline should be correlated with the specialty that the curriculum simulates, and which itself is not a simple sum of other professions.

The development of such a methodology for teaching and studying various academic disciplines in programs of complex specialties, which will allow students to understand the very essence of the corresponding field of scientific knowledge and successfully master those sections that are directly related to the specialty being received, is, in our opinion, the greatest difficulty. Let us consider this problem using the example of teaching legal disciplines for non-legal specialties.

No one doubts the importance of legal education in a market economy. The growing civil turnover requires adequate legal support: conclusion, amendment and termination of contracts, settlement of economic disputes, etc. The sphere of judicial protection of the rights and interests of citizens and organizations has significantly expanded, the number of cases in courts has increased.

The legal profession has become one of the most popular, which even led to a kind of fashion: citizens who already have a higher economic or management education seek to obtain

also a legal specialty. However, the labor market, oversaturated with university graduates with a legal education, does not meet the needs of society for highly qualified lawyers, since, on average, the quality of graduates' training is much lower than the level of qualifications required for modern legal practice.

The problem of inconsistency of the qualifications of university graduates with the requirements of practice, of course, should be solved in the higher education system: it is necessary to improve the concept of legal education (transition from the priority of fundamental theoretical knowledge to the priority of legal specialization focused on the needs of the legal services market), to modernize curricula, to increase the role of industrial practice students. A partial solution to this problem is seen in the development of legal education within the framework of non-legal complex specialties, such as customs (economics and management at an enterprise (customs)), state and municipal administration, taxes and taxation, social and cultural services and tourism, personnel management, etc. Possession of legal knowledge and skills by graduates of these and other complex specialties will allow them to more effectively solve various production problems related to the preparation of legal documents, consulting clients, legal protection of their own interests, representing the interests of the organization in which the specialist works, etc.

Our experience in teaching a number of legal disciplines (such as "Theory of State and Law", "Constitutional Law", "Administrative Law", "Customs Law") to students studying in the specialties "Economics and Management at the Enterprise (Customs)", "Taxes and taxation ”allows highlighting a number of problems that the teacher and students face in this case.

One of these problems is the problem of the integrity and consistency of the block of legal disciplines in the curricula for non-legal specialties. For example, the inclusion in the block of legal disciplines studied by students in the specialty "Taxes and Taxation", the historical and legal discipline "Roman Law" is surprising. It seems illogical that students study simultaneously (within one semester),

students in the specialty "Economics and management at the enterprise (customs)" disciplines "Administrative law" and "Customs law", which are related as a whole and a part. And the practice of "bringing non-law students" to law students for joint study of some fundamental legal disciplines (for example, "Theory of State and Law", which students studying in the specialties "Economics and Management at an Enterprise (Customs)" and "Taxes and Taxation "Study for one semester, and law students for a whole school year) only harms the educational process. We believe that the block of legal disciplines (the number of training sessions, the sequence of study, and similar issues) for non-legal specialties should be formed on the basis of the recommendations of the legal departments, and the corresponding sections of the draft curricula should be endorsed by the heads of the legal departments, prior to their approval by the rector of the university.

Another important problem is the incorrect or too narrow vision of the specialty acquired at the university by students. Having certain ideas about the place of their future work, non-law students, nevertheless, do not see the possibilities of applying legal knowledge and skills in their professional activities, do not understand that their professionalism depends not only on the quality of specialized training, but also on the level of their legal competence and legal culture. Often we have heard from students studying customs or taxation that they are "economists", and they do not need legal disciplines.

The solution to this problem is seen in the following: starting training course, the teacher must explain to the students what knowledge and skills the acquisition of this discipline involves, where in their future professional activities this knowledge and skills can be applied. In subsequent lectures, it is useful to give examples, and in practical classes to solve problems directly or indirectly related to the specialty acquired by students. As a result, students should form a clear idea of ​​the purpose and value of legal knowledge in the structure of their professional training.

Another problem is the transfer by legal teachers of the methods and manner of teaching legal disciplines to the basis of a non-legal specialty. In this situation

the teacher very soon discovers that non-law students simply do not understand him. First of all, this concerns the style of oral legal speech, the construction and terminology of which are difficult for non-law students. We believe, however, that the teacher should not deliberately simplify, or, even more so, vulgarize the manner of explaining the material. Communication with the teacher should develop the student. Therefore, it would be correct to specifically explain to students the meaning of legal terms, the features of legal constructions used in this section of the training course.

Our experience shows that it is useful for students studying in non-legal specialties, as well as law students, to focus on working with regulatory legal acts: to solve problems on their application, to give assignments for drawing up thematic diagrams and tables using regulatory legal acts. Much attention should be paid to the organization of students' independent work. For example, doing homework by students allows them to discipline their work outside the classroom, helps to consolidate the material studied.

The considered problems of teaching legal disciplines for non-legal specialties, of course, do not exhaust all the difficulties that exist in the modern methodological support of higher professional education. When working on their resolution, it should be remembered that the most reliable means of improving education in high school, both in legal and non-legal specialties, is the development of the pedagogical skills of the teacher, his understanding of his legal and teaching experience and the appeal to didactics as a field of knowledge, which is the main guideline in achieving educational goals.

Bibliography

1. The profession of a lawyer is in demand in the labor market. Interview with the rector Russian Academy of Justice, Doctor of Law, Prof., Hon. lawyer of the Russian Federation V.V. Ershov [Electronic resource] // Work and salary. - 2006 .-- June 13. Access mode: URL: http: //www.zarplata.ru/a-id-13055.html (date of access: December 5, 2011).

2. Egorov V.E. Legal education in a non-legal university: Monograph / V.E. Egorov. - Pskov: Publishing house of ANO "Logos". 2009 - 260 p.

Govorov I.V.

SOCIAL PROTECTION OF YOUTH IN EMPLOYMENT

Voronezh Institute of Economics and Law

Key words: youth, social protection, youth employment, employment problems.

Keywords: youth, social protection, youth employment, employment issues.

Abstract: author in this paper raises the problem of unemployment among young people by offering some suggestions to eliminate this problem.

Unemployment is a complex socio-economic phenomenon in which a part of the economically active population who wants to work on a hired basis or create their own business cannot realize (use) their labor force due to the lack of suitable jobs (offers) and, as a result, is deprived of their main income (wages).

According to the legislation of the Russian Federation, the unemployed are able-bodied citizens who do not have work and earnings (labor income), living in Russia, registered with the employment service at their place of residence in order to find a suitable job, looking for it and ready to start it. On the basis of Russian legislation, citizens under the age of 16 and able-bodied citizens undergoing a full-time course of study cannot be recognized as unemployed.

Much attention is paid to youth employment issues, and not only because youth is the future of the country, but also because youth unemployment is exceptionally high. More than a quarter of working youth are covered by "hidden" unemployment, which leads to the forced

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Recently, there has been a tendency for the in-depth development of legal education, there are significant changes in the pedagogy and methods of teaching legal disciplines. This is due to the increasing dissemination of humanistic values ​​in society, increased attention to improving educational methods that would reflect the level of understanding of the scientific and social nature of the surrounding world and would be of decisive importance for increasing the effectiveness of teaching the discipline.

Scientifically grounded qualitative methodology of teaching legal disciplines, being a necessary component modern education is of great importance. It should be aimed at improving the quality of educational activities, the level of professional training of students, increasing their interest in the acquired profession.

Among the most significant components of the methodology for teaching legal disciplines are: rationalization of the subject, setting goals and objectives of teaching; structuring the subject; determination of methods and techniques of teaching; identification and use of assessment tools; planning of educational activities.

Teaching method Is a process of interaction between a teacher and students, as a result of which there is a transfer and assimilation of knowledge, skills and abilities provided by the content of training. In modern pedagogy, there are many classifications of teaching methods, but in one of the most relevant, all methods are typologized into passive or traditional, active and interactive. The basis for this classification is the level of student involvement in educational activities, which is one of the main criteria for the effectiveness of education.

Consider these teaching methods and the peculiarities of their application in teaching legal disciplines.

Traditional methods(lecture, demonstration, illustration, explanation, story, etc.) imply a one-sided influence of the teacher on the student, the students are passive participants or objects of the educational process. The essence of the traditional organization of the educational process lies in the transmission of information by the teacher and in its subsequent reproduction to the student. The student is in a situation where he only reads, hears, speaks about certain areas of knowledge, taking only the position of the perceiver. With the help of passive methods, a significant amount of educational information can be transmitted in a short time period; they help the teacher control the volume and depth of study of the educational material, the learning process, and the results of educational activities.

The most common method in teaching practice in general and teaching legal disciplines in particular is lecture. There are the following types of lectures: introductory, current, overview, generalizing; illustrative and problematic, etc.

Explanation - a verbal interpretation of the essential properties of the educational material. The explanation is intended to prepare students for educational activities, familiarize themselves with new educational material, systematize and consolidate educational material.

Storytelling is an oral narrative presentation of educational material.

It is characteristic that a one-sided form of communication is present not only in lectures, but also in seminars. The only difference is that it is not the teacher, but the student who broadcasts some information. These can be answers to questions posed by the teacher before the start of the seminar, abstracts, reproduction of lecture material. It should be noted that this form of teaching only to a small extent corresponds to the principles of the competence-based approach.

Using active teaching methods(dialogue, conversation, etc.) the centric influence of the teacher on the audience is weakened, their interaction appears. Conversation is a teaching method in which the teacher, by posing a well-thought-out system of questions, organizes the effective mastering of new educational material by students, consolidation or verification of previously mastered knowledge. Questions from teacher to learners and from learners to educator and between learners are one of the most common teaching methods. In modern legal education, special attention is paid to social problems, controversial issues, value conflicts and ways of making informed and responsible decisions.

Consideration of complex contradictory social issues is one of the main methods of legal education, since law and politics are most clearly manifested and reveal their purpose precisely in problem situations. Discussion helps students discover such problems - painful points of society, understand them and the different points of view that exist in connection with these problems, form their own position, explore it, make an informed and responsible decision about the problem and act in the chosen direction.

Discussion involves the discussion of an issue or a group of related issues by competent persons with the intention of reaching a mutually acceptable solution. Discussion is a kind of controversy, close to polemics, and is a series of statements, expressed in turn by the participants. The result of the discussion is an objective judgment supported by all participants in the discussion or their majority. Discussion, like debate, is an effective and objective way of communicative, intellectual and social exploration of complex, conflicting issues.

Interactive learning Is a way of cognition in the form of joint student activity, in which all participants interact with each other, exchange information, jointly solve problems, model situations, evaluate the actions of others and their own behavior, immerse themselves in a real atmosphere of business cooperation to resolve a specific problem.

The introduction of the Federal State Educational Standards of Higher Professional Education (FSES HPE) on the basis of a competency-based approach has actualized the importance of using educational technologies and interactive methods in the learning process.

In the 80s of the XX century. The National Training Center (USA, Maryland) conducted a study, as a result of which the teaching methods were ranked based on the level of mastering of the educational material. The learning pyramid looks like this:

Thus, as can be seen from the table, passive methods have the lowest percentage of mastering the educational material, while active and interactive methods have the highest.

The use of interactive forms and methods of teaching in the process of studying at the university will allow the student to gain experience in mastering the content of future professional activities in conjunction with practice, the development of communication and interaction skills in a small group, encouragement to flexible change of social roles depending on the situation, the development of skills of analysis and introspection. in the process of group reflection, the development of the ability to resolve conflicts, the ability to compromise.

Consider the main interactive teaching methods, the use of which is most appropriate in teaching legal disciplines.

In legal education, one of the common interactive methods is modeling, which is the construction and study of models of real-life objects, processes or phenomena in order to obtain explanations of these phenomena. The purpose of this method is to effectively solve problem situations.

Educational professionals note the importance of games as a learning tool. Educational games are characterized by a clearly defined learning goal and the corresponding pedagogical result. The educational game as a teaching method has the following advantages: the game arouses interest and motivates educational activities, learning acquires a practical orientation, the game connects educational activities with real life problems, develops intellectual, communicative and Creative skills learners, develops the ability to solve problems and make decisions. There are many classifications of educational games. In legal education, the most commonly used types are story, role-playing, business, imitation, didactic or educational games.

Business game is one of the most common methods of legal education. A business game is an imitation of a specific situation, real conditions. The goal is the formation of professional competencies in conditions of imitation of real conditions, in the development of specific specific operations; modeling the corresponding workflow; decision making and training in the legal field of activity.

Role-playing game as a teaching method aims at solving a problem by exploring different ways of behaving in specific situations. Students get used to the role of other people and act within their framework. In role play, students are given usually unfinished situations and they must make a specific decision, resolve the conflict or complete the proposed situation.

Didactic games, intellectual or cognitive games have fixed rules. In didactic games, the task of students is to mobilize existing knowledge and quickly make a decision, be resourceful and, as a result, win the competition.

Training court or summary judgment method allows students to play out a lawsuit in educational purposes... Simulation of litigation has recently been very popular both at school and at the university. The main educational goals of using the training court in the classroom are: to get students an idea of ​​the purpose of the trial; understanding the fundamental foundations of the legal mechanism by which society resolves most conflicts; development of collectivism among students, the ability to work in a team; The moot court allows students to better understand the roles of individual litigants and other goals. The moot court can be based on real cases and reproduce well-known trials, as well as on fictional ones. It is necessary to strictly adhere to the procedure of the mock court chosen for modeling, as this significantly improves the quality of the judicial process and helps to understand its social significance.

Brainstorming, Brainstorming Is a method in which any student's answer to a given problem question is accepted. it effective method used when it is necessary to discuss controversial issues, collect a large number of ideas in a short period of time, ascertain the awareness or preparedness of the audience. During the brainstorming session, participants freely exchange ideas as they arise, so that everyone can develop other people's ideas.

POPS formula used when organizing disputes, discussions. Its essence is as follows. The student expresses:

NS- position (explains what his point of view is);

O- justification (not only explains the position, but also proves it);

NS- example (when explaining the essence of his position, he uses specific examples);

WITH- consequence (makes a conclusion as a result of discussion of a certain problem).

The POPS-formula can be used for a survey on the topic passed, when consolidating the studied material, checking homework.

Case method (analysis of specific situations). The method of analysis of specific situations has about 30 modifications, one of which is the Case-study. It is a teaching technique using descriptions of real-life situations. Students are asked to analyze the situation, understand the essence of the problems, suggest possible solutions and choose the best one. The case method is characterized by the activation of students, stimulating their success, emphasizing the achievements of the participants. It is the feeling of success that acts as one of the main driving forces of the method, contributes to the formation of stable positive motivation and the increase in cognitive activity.

Training Is the process of acquiring skills and abilities in any area by performing sequential tasks, actions aimed at achieving the development and development of the required skill.

One of the most important tasks of legal education is skill work with printed, audiovisual and visual materials related to jurisprudence, as well as conduct legal correspondence. Print, audiovisual and visual materials are an important alternative source of knowledge to complement educational literature. They help to motivate, stimulate, intensify educational activities; increase the intensity of the learning process by activating previously acquired knowledge; deepen and expand the process of cognition; develop critical, analytical thinking, observation.

Effective use legal correspondence is a high indicator of students' legal literacy. Legal correspondence is a form of written activity of citizens that contributes to the development of the legal space in society and is a necessary part of everyday practice, which, with the competent application of legal means, is aimed at regulating state, public and personal political, economic and cultural relations.

Legislative educational activity is aimed at establishing and developing legal relations and creating a legal space both in the classroom and outside it. In the process of lawmaking educational activities, students receive the necessary legal and civil knowledge, skills, and abilities.

So, interactive methods allow you to create an educational environment in which theory and practice are mastered simultaneously, and this gives students the opportunity to develop a legal worldview, logical thinking, and literate speech; to form critical thinking; identify and realize individual opportunities. At the same time, the educational process is organized in such a way that students are looking for a connection between new and already acquired knowledge, make alternative decisions, form their own ideas and thoughts using various means, and learn to cooperate.

Literature

1. Toolkit for trainers for teacher training / Ed. B. Chorak, G. Schwartz. Open Society Institute, Street Law, Inc., 2010.

2. Kropaneva E.M. Theory and methodology of teaching law. Tutorial. Yekaterinburg, 2010 .-- 167 p.