关于与斯特灵大学建立并深化合作办学的

若 干 建 议

赴斯特灵大学校际交流学生工作组

2019年12月6日至2020年1月3日，山西大学法学院本科生、硕士和博士研究生共30人赴英国斯特灵大学进行了为期一个月的交流学习。在此期间，同学们体验了斯特灵大学部分特色课程和法学专业课程，了解了斯特灵大学的上课形式和教学方式，也感受了英国斯特灵浓厚的异域文化氛围。为促进中外合作办学项目的顺利开展，现结合各位出访同学们交流经验，工作组就建立并深化合作办学提出如下若干合理化建议，供参考。

一、关于教学方式和课程设计的建议

（一）教学方式

1.开展互动式教学

建议在合理控制班容量的基础上提倡互动式教学，培养学生的批判性思维，以帮助学生更快地适应国外的教学模式。批判性思维又称负面思考、思辨能力、严谨的思考、明辨性思维、审辨式思维，是通过对事实的分析形成判断的思考方式。斯特灵大学一直强调“be the difference”，这一点也贯穿于教学中，无论是开设个人发展训练课程，重视学生的就业和竞争能力，还是批判性思维的锻炼，“difference”体现在教学细枝末节中，尊重学生的个性，培养学生的个性化发展，是在山大以及中国教育中相对不足的地方。西方的课堂中，教学大都以小组讨论的模式进行，此次斯特灵交流的课堂也不例外。由于国内教学方式和学生思维方式的不同，习惯了老师说什么就记什么，只是注重结论，却很少自己针对某一问题深入地主动性地去思考，导致对西方课堂的不适应。一门学科的历史是由不断的知识颠覆组成的，寻找标准答案的学习思维在这种环境下并没有意义。学术探索需要日积月累的学习和练习，并非一日之功，故若要进行合作办学，培养学生的批判性思维尤为重要，这样才能更快地让同学们融入到西方的课堂模式中。

2.注重培养全方面的法律人才

建议学院多举办讲座活动，讲座主题不局限于专业知识，可以通过调查统计学生意愿，进而开设主题多类的讲座，丰富学生知识面，营造一种获取知识和不断学习的氛围。

3.开设符合学生实际需求的公共课

以就业指导课为例，授课内容应当具体明确，可以讲述一些关于如何写简历、面试技巧等学生切实关注的问题，不要总是讲过于宏观且不能应用于实际的内容。

4.提升法学学科的国际化程度

加快法学学科的更新步伐，增设更多的前沿的法学学科，将课堂内容与国际接轨，以吸引更多国际学生的目光。同时应加深对英美法的了解。英美法系和大陆法系有很大的区别，因此法律学习也会有很大的区别。如果没有对英美法的基本了解，在学习过程中反倒会被许多细枝末节的问题而限制了思路，这是不利于我们学习交流并进行深入探讨的。

5.展开小组教学

就课上或课后的作业，在适当情况下可以以小组的形式提交。一方面可以提高学生小组分工协调、团结配合的能力；另一方面小组成员在交流与表达的过程中可以提出自己的见解，使大家对问题分析的更加透彻。

6.丰富授课形式

受专业限制，法学院教学以传统的老师讲授、学生听课的方式进行，学院很少开展实践活动，即使举办了一些，比如模拟法庭，但参与人数太少，且形式化过于严重，并不能起到“教学”作用。建议学院多开展与本专业相关的实践活动，提高学生的参与度，丰富授课形式。同时，课堂教学方式多样化，改变枯燥的播放幻灯片的课堂，利用游戏、新媒体等方式轻松愉快的学习。

7.建立双导师制

建议为学生建立双导师负责制。一位是生活导师。另一位是学习导师。导师制是英国教育成功的经验之一。学生在校期间一般会有两类导师，Personal Tutor和Supervisor。前者是生活上的导师，从开学之初会分配给每一位学生，如果生活上或者是学习上有困难，可以随时跟导师沟通。如上课的老师口音可能听不懂，可以跟导师协调换课，或者刚过去心情适应不了，也可以和导师交流。另一种是毕业论文的指导老师，学生需要去跟导师预约，交流论文的思路。如果你找不到论文指导老师，或者沟通上有问题，可以跟生活导师发邮件，他会负责帮你协调沟通问题。

（二）课程设计

1.强化法律英语和涉外法律课程的教学

在专业课程上，课堂内容全部以法律英语的形式呈现，这对于我们来说难度较大，不仅不好理解，同时也无法通过流畅的英语将我们所学的法学专业知识表达展现出来。涉外法律人才需要具备两方面的能力：一方面，具有国际视野，能熟练运用外语，能在国际事务中发出自己的声音，并进行有效的交流与谈判，即精通外语；另一方面，通晓国际规则，精通国际谈判，能够参与国际法律事务，维护国家利益。有教授曾提出，英语学习在整个涉外法律人才培养课程体系的比重不是恒定的，而是根据学生的英语水平和不同教学阶段进行动态调整。一般而言：本科阶段，法学和英语的比重应为4:6；研究生阶段为5:5；实务阶段为6:4。当然法律英语语言固然重要，但同时要清醒认识到其工具属性，不可只盲目看到或夸大语言在涉外法律服务中的作用，扎实系统的涉外法律知识才是捍卫国家政治、经济利益的关键。

2.提高课堂质量

建议开展小班级授课，增加同学们的课堂展示，告别过去的填鸭式教学，使授课老师可以更深入与同学们进行互动与交流，从而提高同学们对课堂的参与度，增强对专业知识的理解和应用。

3.培养学生“像律师一样思考”的思维

“像律师一样思考”暗示着事实比法律更为关键的观念，实际上对于真实世界里的绝大多数案件而言，能够查明事实真相并用证据证明才是决定一起诉讼成败的胜负手，因此学会像律师一样挖掘事实、整理事实、呈现事实是法学院学生不可忽视的技能。

4.强化预习和复习

提前给学生上课内容，便于学生预习。适当留课下作业，便于与学生交流并掌握学生学习进度。斯特灵大学教学的课前预习制度比较典型。课堂教学只是法学学习的冰山一角，学生为了应付每天上课要花好几倍的时间来进行课前预习。每学期每门课的第一节课上，老师都会给学生发一份课程大纲，详细列明了每次上课之前学生必须提前阅读教科书的页码，而英国法学院是像高中那样同一门课差不多每天都排课的，所以学生们每天都有课前预习任务。而且每天平均上百页的预习材料，必须精读并摘要，以便参与第二天的课堂讨论。在课堂上，老师基本不讲教科书，也很少演示什么课件，大多数人都是往教室中间一站， 就开始针对昨天布置的预习内容开始提问，或者回答学生提出的问题。所以如果没有提前预习完全跟不上教学节奏的。显而易见，课前预习制度不仅有助于提高学生的自主学习能力，帮助学生学会独立思考与养成批判思维，也显著提升课堂教学的效率，让老师与学生之间的互动聚焦于课程的难点。

二、关于完善教学设施的建议

（一）建立覆盖学习和生活的校园网

斯特灵大学的四大系统：Portal, SUCCEED, Library System和OUTLOOK Stirling,覆盖并支持斯大学生的学习和生活。凭借电子账号和第一次登录时设置的密码，可以进入Portal，这里有所有的学生在学校生活有关的信息，包括申报或者更换学科，学生会选举投票，社团报名，寻找兼职等等。Library系统中，学生可以在此寻找书籍和预订自己要借的书，一切都可以在一分钟之内完成，非常的方便快捷。SUCCEED则是斯特灵大学自己开发的教学系统，在Portal 里填报成功每学期要学习的科目之后，这里就可以看到教师上传的所有学习资料以及可以参加的不同的小课讨论组、实验小组等等，方便学生提前预习、提前安排日程时间。OUTLOOK Stirling则是斯大的邮件系统，主要用于联系老师和同学。除了这几个线上的服务之外，Information Centre是覆盖学校所有教学楼以及新宿舍的免费Wi-Fi服务，以及齐全的Computer Labs和打印复印设备。学生在入学后通过学号和账号将所有电子设备连入Wi-Fi后，从此便可以在整个校园的任何地方享受到Wi-Fi服务，而无需再多次不停地登录退出，还可在世界上任何可以上网的地方，访问到存在学校系统中的所有学习资料。凭学生自己的账号可以登录校园内任意一台计算机，获得自己已经存储到系统的文件，可以在不携带个人笔记本电脑的情况下随时随地地学习和办公，为学习生活提供了极大的便利。

（二）丰富学习资源

增加学校公用自习室数量，为学生提供更多的学习空间。优化学校图书馆的座位管理。完善法学电子数据库，为论文写作提供坚实的基础。增加学校体育设施，最好建设一个专供学生的健身房，并且为学生提供优惠，保障学生优惠。

三、关于提升合作项目管理水平的建议

1.外事部门负责协调与上级主管部门、外方合作学校以及学校内部各部门的联系和沟通，其负责了解和掌握上级有关部门对合作项目的政策和规定，以及外方合作学校对于合作办学的要求和条件。

2.教学部门负责项目教学质量的监督，指导合作办学项目主体单位制定符合合作办学要求的培养方案和教学计划，同时配置优质师资和教材，对合作办学项目的实施进行具体管理，对任课教师的教学质量进行考核，并及时向领导小组汇报项目整改进展情况，接受学校的统一领导和监督。

3.法学院作为合作办学主体单位，应设立合作项目相关专业的负责人，根据合作专业和学科的发展要求，与外方合作学校相关教学单位开展课程对接，内部优化课程体系，突出中外办学特色。我国的法学教育需要秉承的原则是：本国教育与国际化相结合，优化课程体系。在设置课程体系时，应注重跨文化交流的意义，应既符合我国的实际情况又与国外先进教学经验接轨。法学专业课程体系中不仅需要法学专业理论知识课程，还应包括必要的人文科学和自然科学课程，例如哲学、经济学等等，法学专业课程体系需要适应时代的发展。此外，在法学专业教学中，中外教师应加强彼此的沟通，制定出更符合山大学子实际情况的国际化的课程体系，然后按指定的课程体系进行教学。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Student Working Group of Exchange Activities at University of Stirling

From December 6, 2019 to January 3, 2020, a total of 30 undergraduate, postgraduate and doctoral students from Shanxi University Law School conducted a one-month exchange study in the University of Stirling. During this period, the students experienced some special courses and law courses in the University of Stirling, and learned about the teaching mode in the University of Stirling. Meanwhile, the University of Stirling has arranged a rich cultural experience tour for us. In order to promote the smooth development of the Sino-foreign cooperation in running schools between Shanxi University and university of Stirling, the following rationalization proposals on the cooperation in running schools between the two schools are hereby put forward in combination with the exchange of experiences among the students.

I. Suggestions on Teaching Modes and Curriculum Design

i. Teaching Modes

1. Carrying out interactive teaching

It is suggested that interactive teaching should be promoted on the basis of reasonable control of class capacity, and students' critical thinking should be cultivated to help students to adapt to foreign teaching modes more quickly. Critical thinking, also known as negative thinking, critical thinking, rigorous thinking, discerning thinking and critical thinking, is a way of thinking that forms judgment through the analysis of facts. University of Stirling has always emphasized "be the difference", which runs through the teaching. Whether it is setting up personal development training courses, paying attention to students' employment and competitiveness, or training critical thinking, "difference" is reflected in the details of teaching, respecting students' personality and cultivating students' personalized development, which is relatively insufficient in Shandong and China's education. In western classrooms, teaching is mostly conducted in group discussions, and this Stirling exchange class is no exception. Due to the difference between domestic teaching modes and students' thinking modes, I am used to remembering what the teacher says. I only pay attention to the conclusion, but seldom think deeply and initiatively about a certain problem, which leads to my maladaptation to western classrooms. The history of a discipline is made up of constant knowledge subversion. Learning thinking to find standard answers is meaningless in this environment. Academic exploration requires accumulated study and practice, not one day's work. Therefore, it is particularly important to cooperate in running schools and cultivate students' critical thinking, so as to enable students to integrate into the western classroom mode more quickly.

2. Paying attention to cultivate all aspects of legal talents

It is suggested that the college should hold more lectures. The topics of the lectures are not limited to professional knowledge. The students' wishes can be investigated and counted, and then lectures with various topics can be held to enrich students' knowledge and create an atmosphere of acquiring knowledge and continuous learning.

3. Offering public courses that meet the actual needs of students

Taking the employment guidance course as an example, the content of the course should be specific and clear. It can tell some issues that students are really concerned about, such as how to write resumes and interview skills. It is not always too macro and cannot be applied to actual content.

4. Enhancing the degree of internationalization of legal science

It is suggested to speed up the pace of updating the law discipline, add more cutting-edge law disciplines, and connect the classroom content with the international, so as to attract the attention of more international students. At the same time, we should deepen our understanding of Anglo-American law. There are great differences between the Anglo-American law system and the continental law system, so there are also great differences in legal learning. If we do not have a basic understanding of Anglo-American law, we will be restricted by many trivial problems in the learning process, which is not conducive to our learning and communication and in-depth discussion.

5. Launching group teaching

Homework in class or after class can be submitted in small groups when appropriate. On the one hand, it can improve the students' ability of division of labor, coordination, unity and cooperation. On the other hand, team members can put forward their own opinions in the process of communication and expression, so that everyone can analyze the problem more thoroughly.

6. Enriching teaching modes

Due to professional restrictions, the teaching in our college is conducted in the traditional way of teachers' lectures and students' lectures. The college seldom carries out practical activities. Even if some, such as mock courts, are held, the number of participants is too small and the formality is too serious to play the role of "teaching”. It is suggested that the college should carry out more practical activities related to this major, improve students' participation and enrich teaching methods. At the same time, the classroom teaching methods are diversified, changing the boring classroom that plays slides, and making use of games, new media and other methods to learn easily and happily.

7. Establishing a double mentor system

It is suggested that the double tutor responsibility system should be established for the students. One is a life mentor. The other is a learning tutor. Mentoring system is one of the successful experiences of British education. Students usually have two types of mentors, personal tutor and supervisor. The former is a mentor in life and will be assigned to every student from the beginning of the semester. If you have difficulties in life or learning, you can communicate with your mentor at any time. If the accent of the teacher in class may not understand, you can coordinate the change of lessons with the tutor, or you can't get used to it just now, or you can communicate with the mentor. The other is the instructor of the graduation thesis, where students need to make an appointment with the mentor to exchange ideas for the thesis. If you can't find your thesis instructor, or if you have communication problems, you can email your life instructor, who will be responsible for coordinating the communication problems for you.

ii. Curriculum Design

1. Strengthening the teaching of legal English and foreign law courses

In the professional courses of this legal seminar, the classroom contents are all presented in the form of legal English, which is difficult for us, not only difficult to understand, but also unable to express our learned legal professional knowledge through fluent English. Foreign legal talents need to have two abilities: on the one hand, they have an international vision, can skillfully use foreign languages, can make their own voices heard in international affairs, and can carry out effective communication and negotiation, that is, they are proficient in foreign languages; On the other hand, he is familiar with international rules, proficient in international negotiations, able to participate in international legal affairs and safeguard national interests. Some professors have pointed out that the proportion of English learning in the whole foreign legal talent training curriculum system is not constant, but is dynamically adjusted according to the students' English level and different teaching stages. Generally speaking, in the undergraduate stage, the proportion of law and English should be 4: 6; the postgraduate level is 5: 5; the practical stage is 6:4. Of course, legal English language is of course important, but at the same time, we must clearly recognize its instrumental attribute. We must not blindly see or exaggerate the role of language in foreign legal services. A solid and systematic knowledge of foreign legal knowledge is the key to safeguarding the country's political and economic interests.

2. Improving the quality of the classroom

It is suggested to carry out small class teaching, increase students' classroom display, bid farewell to the spoon-fed teaching in the past, so that teachers can have more in-depth interaction and communication with students, thus improving students' participation in the classroom and enhancing their understanding and application of professional knowledge.

3. Training students to "think like lawyers"

"Thinking like a lawyer" implies the idea that facts are more crucial than law. In fact, for the vast majority of cases in the real world, being able to find out the truth and prove it with evidence is the winner or loser in deciding the success or failure of a lawsuit. Therefore, learning to dig the facts, sort out the facts and present the facts like a lawyer is a skill that law school students cannot ignore.

4. Preview and review

Before class, give students the content of class in advance, which is convenient for students to preview in advance. Leave homework after class properly to facilitate communication with students and master their learning progress. The pre-school preview system at the University of Stirling is typical. Classroom teaching is just the tip of the iceberg of law study. Students need to spend several times more time to prepare for lessons in order to cope with daily class. In the first lesson of each class each semester, the teacher will send a syllabus to the students, detailing that students must read the page number of the textbook in advance before each class. The English law school is almost the same as a high school. Classes are scheduled every day, so students have daily preview tasks before class. And on average, hundreds of pages of preview material must be read and summarized in order to participate in the class discussions the next day. In the classroom, the teacher basically does not teach textbooks and rarely demonstrates any courseware. Most people stop in the middle of the classroom and start asking questions about the preview content arranged yesterday, or answering questions from students. So if you don't preview in advance, you can't keep up with the pace of teaching. Obviously, the pre-class preview system not only helps to improve students' autonomous learning ability, helps students learn to think independently and develop critical thinking, but also significantly improves the efficiency of classroom teaching, allowing the interaction between teachers and students to focus on the difficulties of the curriculum.

II. Suggestions on Teaching Facilities

i. Establishing a campus network covering study and life

University of Stirling’s four major systems, which are Portal, SUCCEED, Library System and OUTLOOK Stirling, cover and support the study and life of the college students. With the help of the electronic account number and the password set when logging in for the first time, you can enter the Portal, which covers all the information about students' school life, including declaration or change of subjects, voting in student union elections, community registration, looking for part-time jobs, etc. In the Library system, students can look for books they want to borrow here. Everything can be completed in one minute, which is very convenient and fast. SUCCEED is a teaching system developed by university of Stirling. After completing successfully the subjects to be studied each semester in the Portal, all the learning materials uploaded by the teachers and the different small class discussion groups and experimental groups that can be participated in can be seen here, which is convenient for students to preview and schedule in advance. OUTLOOK Stirling is a mail system, which is mainly used to contact teachers and classmates. In addition to these online services, Information Centre is a free Wi-Fi service covering all school buildings and new dormitories, as well as computer labs and printing and copying equipment. After entering the school, students connect all electronic devices to Wi-Fi through their student numbers and account numbers. From then on, they can enjoy Wi-Fi service anywhere on the whole campus without repeatedly logging in and out. They can also access all learning materials in the school system anywhere in the world where they can surf the Internet. Students can log on to any computer in the campus with their own account number to obtain the files they have stored in the system, and can study and work anytime and anywhere without carrying personal notebook computers, which provides considerable convenience for study and life.

ii. Enriching learning resources

It is suggested to increase the number of public study rooms in schools to provide more study space for students, optimize the seat management in school libraries, perfect the electronic database of law science and provide a solid foundation for writing papers. To increase school sports facilities, it is best to build a gym for students, and provide preferential treatment for students to ensure preferential treatment for students.

III. Suggestions on Improving the Management Level of Cooperative Projects

i The foreign affairs department is responsible for coordinating the contact and communication with the higher authorities, foreign cooperative schools and internal departments of the school. It is responsible for understanding and mastering the policies and regulations of the higher authorities on cooperative projects, as well as the requirements and conditions of foreign cooperative schools for cooperative education.

ii The teaching department is responsible for supervising the teaching quality of the project, guiding the main units of the cooperative school-running project to formulate training plans and teaching plans that meet the requirements of the cooperative school-running, allocating high-quality teachers and teaching materials at the same time, managing the implementation of the cooperative school-running project concretely, assessing the teaching quality of the teachers, reporting the progress of the project rectification to the leading group in time, and accepting the unified leadership and supervision of the school.

iii The college where the project is located, as the main unit of the cooperative education, shall set up the person-in-charge of the relevant specialties of the cooperative project. According to the development requirements of the cooperative specialties and disciplines, it shall carry out curriculum docking with relevant teaching units of foreign cooperative schools, optimize the curriculum system internally, and highlight the characteristics of Chinese and foreign education. China’s legal education needs to uphold the principle of combining domestic education with internationalization and optimizing the curriculum system. When setting up the curriculum system, we should pay attention to the significance of cross-cultural communication, which should not only conform to the actual situation of our country but also conform to the advanced teaching experience of foreign countries. The curriculum system of law major requires not only theoretical knowledge courses of law major, but also necessary humanities and natural science courses, such as philosophy, economics, etc. The curriculum system of law major needs to adapt to the development of the times. In addition, in the teaching of law major, Chinese and foreign teachers should strengthen communication with each other, formulate an internationalized curriculum system that is more in line with the actual situation of students in Shanxi University, and then teach according to the specified curriculum system.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

白文绮，2016级本科生，201600801124

此次赴斯特灵大学进行交流活动收获颇丰，活动内容也很丰富多彩，我认为可以就特灵大学建立并深化合作办学提出以下几点建议：

一、增加教学课程

由于圣诞假期原因导致我们上课的时间不算太多，如果有下次机会，希望可以增设课程，体验更多项目。

二、强化法律语言的学习

作为法学生，我们不仅需要了解生活用语，更需要了解法律词汇，希望语言学习课程可以增加法律用语的学习。

三、开展文化碰撞活动

让中国学生尽可能的与外国学生进行交流，了解彼此不同的文化风俗。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Bai Wenqi, Undergraduate, Grade 2016,

Student Number: 201600801124

This exchange activity has brought me a lot of harvest and colorful contents. What can I do further is as follows:

1.Adding teaching courses

Due to the Christmas holiday, we don't have too much time for classes. If we have the next chance, we hope to add more courses and experience more projects.

2.Learning the legal language

As law students, we need not only to understand the life language, but also the legal vocabulary. We hope that the language learning course can increase the learning of legal language.

3.Carrying out cultural collision activities

Let Chinese students communicate with foreign students as much as possible to understand each other's different cultural customs.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

贾舒婷，2016级本科生，学号：201600801058

1.出国时间合理化。建议校方在组织学生出国时，能把时间段和学生重大考试如：考研考博、法考、期末考试等避开，减少大家参与出国活动的顾虑。

2.出国人员专业知识考察。本次交流中，大家在日常交流上基本无障碍，但在专业术语方面仍有很大进步空间，导致在专业课课后普遍反映理解有些困难。对此我提出两点建议：第一，为出国学生做法律英语培训，提升大家的专业英语水平。第二，在选拔人员时考虑专业素养因素，或者在课程设置上选择较为基础的课程。例如本次学习中有许多涉及国际私法的知识，大二及大三学生由于未上过相关课程因此在上课过程中比较吃力。

3.解决同学们的后顾之忧。本次交流恰逢期末考试及实习期间，同学们在出国期间还在担心自己的期末考试和实习问题要怎么解决，希望校方能给出统一的解决方法，让大家能专心、安心在外学习，更好地完成交流任务。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Jia Shuting, Undergraduate, Grade 2016,

Student Number: 201600801058

1.Rationalize your time abroad. It is suggested that when organizing students to go abroad, the university should avoid important examinations such as graduate examination, law examination and final examination, so as to reduce the anxiety of participating in activities abroad.

2.Investigation of professional knowledge of personnel going abroad. In this exchange, we in the day-to-day communication is basically barrier-free, but there is still much room for improvement in terms of professional, leading to professional class after the general reflection of understanding some difficulties. In this regard, I put forward two suggestions: First, for overseas students to do legal English training, to enhance the level of professional English. Second, in the selection of personnel to consider the factors of professional literacy, or in the curriculum to choose a more basic courses. For example, there is a lot of knowledge about private international law in this course, and Sophomore and junior students are struggling in the course because they haven’t taken the relevant courses.

3.Reducing the students’ worries. This exchange coincides with the final exam an internship period, students are still worried about their final exam and internship problems during the period abroad, and hope that the university can give a unified solution, let everybody be able to concentrate, the peace of mind study outside, completes the communication task better.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

贺旭杉，2019级硕士研究生， 学号：201921811005

此次斯特灵大学交流行我个人感觉我校在未来发展道路上可以借鉴对方的点在于其小班教学模式。

小班教学模式贯穿于斯特灵大学教学的全部，在斯特灵大学，一堂课基本的学生人数是十至十五人，专业课最多容纳三十人，并且在此基础上还要进行分组，一组人数二至四人，视具体情况而定。限制课堂人数的目的在于方便老师掌握学生上课情况与充分调动学生课堂积极性，在小班内进行在分组是为了开展课堂活动，进行小范围头脑风暴，加强学生间的分工配合，从而提升学生的课堂参与感。从斯特灵大学的老师那里我们了解到，不仅是斯特灵大学，英国绝大多数高校，乃至整个欧洲高校，基本采取的都是严格控制课堂人数的小班教学。

相比较而言，我校课堂的学生人数要多很多，本科一堂课一百人二百人挤一个教室已成为日常，在现阶段乃至将来很长一段时期，这种状况将持续下去，此种情况根源于我国人口基数大与近年来高等教育受教育人数迅速增长的国情，因此我们必须承认在当前时期全面推行小班教学是不现实的，但是我们不妨推行一些小班教学试点，比如将未来与斯特灵校方对接的班级搞成纯粹的小班教学，学习其模式，这样一来有助于便利对方适应我校法学院教学模式，二来也有助于我校学生提前适应对方大学的学习生活，为之后在当地开展学习做好铺垫。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

He Xushan, Postgraduate ,Grade 2019,

Student Number: 201921811005

This time, I feel that what we can learn from each other in the future is the small class teaching mode.

The small class teaching mode runs through all the teaching of University of Stirling. In University of Stirling, the basic number of students in a class is 10-15, and the maximum number of students in a professional class is 30. On this basis, groups are also needed. One group has two to four people, depending on the specific situation. The purpose of limiting the number of students in class is to facilitate teachers to master students' class situation and fully mobilize students' enthusiasm in class. The purpose of grouping in small class is to carry out classroom activities, conduct small-scale brainstorming, strengthen the division of labor and cooperation among students, so as to improve students' sense of participation in class. From the teachers of University of Stirling, we know that not only University of Stirling, the vast majority of British universities, and even the whole European universities, basically adopt small class teaching to strictly control the number of students. Comparatively speaking, the number of students in our school's classroom is much larger. It has become a daily routine for one hundred students and two hundred students in one undergraduate course to squeeze one classroom. At this stage and for a long time to come, this situation will continue. This situation is rooted in our country's large population base and the rapid growth of the number of people receiving education in Higher Education in recent years. Therefore, we must admit that in the current period, the whole It's unrealistic to carry out small class teaching, but we might as well carry out some small class teaching pilot projects, such as making the classes that connect with Stirling school in the future into pure small class teaching and learning its mode, so as to facilitate the other party to adapt to the teaching mode of our school, and also help our students to adapt to the learning life of the other party's University in advance, so as to carry out local teaching later Learn to lay the groundwork.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

宋钰，2017级本科生，学号：201700801015

进行中外合作办学的目的就在于有效地引进境外优质教育理念、人才培养模式、教学资源、教学方法和经验，推动了山西大学学科专业建设和教师培养，促进教育教学改革，增强办学活力。因此最重要的是关于中外合作办学项目的管理必须分工明确。

1.建议外事部门负责协调与上级主管部门、外方合作学校以及学校内部各部门的联系和沟通，其负责了解和掌握上级有关部门对合作项目的政策和规定，以及外方合作学校对于合作办学的要求和条件。

2.建议教学部门负责项目教学质量的监督，指导合作办学项目主体单位制定符合合作办学要求的培养方案和教学计划，同时配置优质师资和教材，对合作办学项目的实施进行具体管理，对任课教师的教学质量进行考核，并及时向领导小组汇报项目整改进展情况，接受学校的统一领导和监督。

3.建议学院作为合作办学主体单位，设立合作项目相关专业的负责人，根据合作专业和学科的发展要求，与外方合作学校相关教学单位开展课程对接，内部优化课程体系，突出中外办学特色。我国的法学教育需要秉承的原则是：本国教育与国际化相结合，优化课程体系。在设置课程体系时，应注重跨文化交流的意义，应既符合我国的实际情况又与国外先进教学经验接轨。法学专业课程体系中不仅需要法学专业理论知识课程，还应包括必要的人文科学和自然科学课程，例如哲学、经济学等等，法学专业课程体系需要适应时代的发展。此外，在法学专业教学中，中外教师应加强彼此的沟通，制定出更符合山大学子实际情况的国际化的课程体系，然后按照指定的课程体系来教学，如发展不适应的情况需及时调整。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Song Yu, Undergraduate, Grade 2017,

Student Number: 201700801015

The purpose of running Chinese-foreign cooperative education is to effectively introduce high-quality overseas education concepts, talent training models, teaching resources, teaching methods and experience, promote the construction of disciplines and teachers in Shanxi University, promote education and teaching reform, and enhance school vitality. Therefore, the most important thing is that the management of Chinese-foreign cooperatively-run schools must have a clear division of labor.

1. The foreign affairs department is responsible for coordinating the communication with the superior department, the foreign cooperative school, and the various departments within the school. It is responsible for understanding and mastering the policies and regulations of the higher-level relevant departments on cooperative projects, and the foreign cooperative schools' cooperation in running schools’requirements and conditions.

2. The teaching department is responsible for the supervision of the teaching quality of the project, guiding the main units of the cooperative school project to formulate training programs and teaching plans that meet the requirements for cooperative school running, while deploying high-quality teachers and teaching materials, and specifically managing the implementation of the cooperative school project. Assess the quality of teaching, and report the project improvement to the leadership team in a timely manner, and accept the unified leadership and supervision of the school.

3. The college where the project is located (such as law school), as the main body of the cooperative school, sets up the person in charge of the relevant majors of the cooperative project. According to the development requirements of the cooperative majors and disciplines, it conducts course docking with relevant teaching units of foreign cooperative schools, internally optimizes the curriculum system, and highlights the characteristics of Chinese and foreign schools . China's legal education needs to uphold the principle: combining national education with internationalization to optimize the curriculum system. In setting up the curriculum system, we should pay attention to the significance of cross-cultural communication, which should be in line with China's actual situation and in line with foreign advanced teaching experience. The law curriculum system not only needs theoretical knowledge courses, but also includes humanities and natural science courses, such as philosophy, economics, etc. The law curriculum system needs to adapt to the development of the times. In addition, in the teaching of law majors, Chinese and foreign teachers should strengthen communication with each other, develop an internationalized curriculum system that is more in line with the actual situation of the university, and then teach according to the specified curriculum system. If development is not suitable, it needs to be adjusted in time.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

康星，2018级硕士研究生，学号：201821805002

为更好地推进山西大学与斯特灵大学两校之间的合作办学，我认为我校在学生培养方面可以从以下几个角度考虑：

1.要注重课堂质量的提高。可以适当的开展小班级授课，使授课老师可以更深入地与同学们进行互动与交流，从而提高同学们对课堂的参与度。

2.要注重学生思想的表达。随着教育改革的推进，学校在授课方面越发的重视学生在学术方面自我观点的陈述与表达，但相较于国外而言仍有一定差距。在以后的授课过程中可以适当的改变以往老师单方面讲解的授课方式，但这也绝不是让老师放手不管，由同学们课前准备好课上讲给其他同学听，而是要求老师要做一个领路人，指导学生对所教授的内容倾听、疑问、解惑、接受。

3.要注重学生团队合作能力的培养。就课上或课后的作业，在适当情况下可以以小组的形式提交。一方面可以提高学生小组分工协调、团结配合的能力；另一方面小组成员在交流与表达的过程中可以提出自己的见解，使大家对问题分析的更加透彻。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Kang Xing, Postgraduate, Grade 2018,

Student Number: 201821805002

In order to promote the cooperation between Shanxi University and University of Stirling, I think our university can consider the following aspects in the cultivation of students:

1. Pay attention to the improvement of classroom quality. Can properly carry out small class teaching, so that the teacher can be more in-depth interaction and exchanges with students, so as to enhance students' participation in the classroom.

2. Pay attention to the expression of students' thoughts. With the advancement of education reform, schools pay more attention to students' academic self- statement and expression in teaching, but there is still a gap compared with foreign countries. In the course of teaching later, we can change the way of teaching, but this is by no means to let the teacher leave us alone and prepare the class for other students before class, instead, ask the teacher to be a guide and guide the students to listen, ask questions, resolve doubts and accept what is being taught.

3. We should pay attention to the cultivation of students' team cooperation ability. For in-class or after-class assignments, you may submit them in small groups as appropriate. On the one hand, it can improve the students' ability of division of Labor, coordination and cooperation. On the other hand, the members of the group can put forward their own opinions in the process of communication and expression.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

田浩楠，2018级本科生，学号：201700303035

1.课堂互动方式多样化，改变枯燥的PPT讲课课堂模式，利用游戏、新媒体等方式轻松愉快的学习。

2.在课堂预习以及案例研习方面真正发挥小组合作的作用，鼓励每个同学参与进来，发表意见。

3.课堂上可增加对国内外法学的比较，在比较中引导学生了解差异，理解相同点。

4.在合作办学上，除了专业学习，更要注重文化方面的交流，大部分西方人对中国文化还是很有兴趣的，只是了解得不全面、不准确。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Tian Haonan, Undergraduate, Grade 2018,

Student Number: 201700303035

1. Diversifying classroom interaction methods to change the boring class; and using games, new media, etc. to help students learn easily and happily.

2. Really play the role of group cooperation in class preview and case study; encouraging each student to participate and express their opinions.

3. In class, we can increase the comparison of domestic and foreign law, and guide students to understand the differences and understand the same points by the comparison.

4. In cooperating with schools, in addition to professional studies, more attention should be paid to cultural exchanges. Most westerners are still very interested in Chinese culture, but they don't understand it comprehensively and accurately.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

兰玥，2018级本科生，学号：201800801060

中外合作办学的项目数不胜数，但要使其名列前茅，彰显特色就需要在教育制度、教育资源、教育方法、思想引导上下足功夫。

1.建议增强师生之间的交流，发挥学生的积极性，用实践代替教授。英国的大学学习环境完整且舒适，教学设备先进且拥有丰富的教育资源。但正是拥有这一系列条件，就需要学生发挥主动性，合理利用资源来提高自己的学术能力，同时需要师生之间、学生之间强烈的互动性。而国内大学虽具备同样优势，但也有所欠缺，容易导致交流学习过程中的迷茫现象。特别是利用沟通方式。（在英国邮件是最主要的沟通方式，学校账号的使用频繁）

2.建议开设涉及外语的专业课程，使学生能够贯通中外知识。英国课程设置相对比较宽松，但不是意味着学习的知识就少，而是需要学生课下进行消化。所以对于学生的语言能力和学术专业知识要求比较高。即如果在国内不打好语言的基础，在交流学习中就会遇到许多障碍。

3. 建议提高中外合作的质量建设。应根据自身的特长、类型、优势等，找到正确的定位，加强监督与管理，提高合作办学水平和可持续发展能力。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Lan Yue, Undergraduate, Grade 2018,

Student Number: 201800801060

There are numerous projects of Chinese foreign cooperation in running schools, but to make them top the list, we need to make full efforts in education system, education resources, education methods and ideological guidance.

1. It is suggested to enhance the communication between teachers and students, give full play to the enthusiasm of students, and replace professors with practice. The learning environment of British universities is complete and comfortable, and the teaching equipment is advanced and rich in educational resources. But it is precisely with these conditions that students need to take the initiative, make rational use of resources to improve their academic ability, and at the same time need strong interaction between teachers and students. Although domestic universities have the same advantages, they are also deficient, which is easy to lead to confusion in the process of exchange and learning. In particular, the use of communication. (email is the main way of communication in the UK, and school accounts are frequently used)

2. It is suggested to offer professional courses involving foreign languages so that students can have a thorough understanding of Chinese and foreign knowledge. The UK curriculum is relatively loose, but it does not mean that there is less knowledge to learn, but it needs students to digest after class. Therefore, students' language ability and academic knowledge are required to be higher. That is to say, if we do not lay a good foundation for language in China, we will encounter many obstacles in communication and learning.

3. Suggestions for improving the quality of Sino foreign cooperation. We should find the right orientation, strengthen supervision and management, and improve the level of cooperative education and the ability of sustainable development.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

贾泓锐，2019级硕士研究生，学号：201921811006

本次交流行，我印象最深的是斯特灵大学高度发达的信息化水平。

我们到达第一天就被要求注册学生账户，用来使用其校园网络，该学生账户不仅是覆盖其全校园的高速无线网的账号和密码，也是学生开展网络学习与享用校园服务的账户。斯特灵大学的无线网真正体现了英国信息化水平，其网络速度与信号覆盖范围是我在国内很少见到的，偌大的校园，校园网无死角覆盖，且信号也十分强劲，虽然有时因用网高峰期不太稳定，但其网络质量着实可圈可点。学生账户也是一个体现着高度信息化的项目，在斯特灵大学的图书馆配有很多供学生使用的电脑，用学生账户登录后在账户内进行的各种操作，比如编辑文档，在退出账户后会被自动保存在账户内，下次即便在不同的设备上登录文件也会被云还原，继续操作。同时，学生账户可以进行线上预约，比如预约学校健身房的课程，可以预定学校餐厅的节日餐，也可以预定学校电影院的电影或者剧院的演出，十分便捷。课堂上也有很多信息化教学，不过我们此次课程安排较紧没有深入体验，但是老师也给我们进行了一些介绍，比如课堂上共享教学资源等操作在这里是十分常见的。

我校在这方面跟斯特灵大学是有差距的，而且不仅是我校，国内目前能达到此种信息化水平的学校也屈指可数。的确，如此高水平的信息化需要资金投入与技术支持，我们短期之内是达不到的，但是我认为此次交流的一个宝贵的收获是让我们看到了我国教学的未来——高度的信息化支持，我们可以借鉴其教育信息化道路，循序渐进，在未来逐步形成完备的信息化教学体系。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Jia Hongrui, Postgraduate, Grade 2019,

Student Number: 201921811006

What impresses me most is the highly developed information level of University of Stirling.

We are required to register the student account on the first day of arrival to use the campus network. The student account is not only the account and password of the high-speed wireless network covering the whole campus, but also the account for students to carry out online learning and enjoy campus services. The wireless network of University of Stirling truly reflects the level of British informatization. Its network speed and signal coverage are rarely seen in China. In such a large campus, the campus network has no dead space coverage, and the signal is also very strong. Although sometimes the peak period of network use is not very stable, its network quality is really remarkable. The student account is also a highly information-based project. The library of University of Stirling is equipped with many computers for students to use. After logging in with the student account, various operations are carried out in the account, such as editing documents. After exiting the account, they will be automatically saved in the account. Next time, even if they log in on different devices, the files will be restored by the cloud and continue to operate. At the same time, the student account can be booked online, such as the school gym course, the school restaurant holiday meal, or the school cinema movie or theater performance, which is very convenient. There are also a lot of information-based teaching tools in the classroom, but our curriculum arrangement is tight without in-depth experience, but the teacher also gave us some introductions, such as sharing teaching resources in the classroom and other operations are very common here.

There is a gap between our university and University of Stirling in this respect, and not only our university, but also a few schools in China that can achieve this level of information. Indeed, such a high level of informatization needs capital investment and technical support, which we can't achieve in a short period of time, but I think a valuable harvest of this exchange is to let us see the future of teaching in our country - a high level of informatization support. We can learn from its education informatization road, step by step, and gradually form a complete informatization teaching system in the future.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

郭冉，2017级本科生，学号：201700801137

初到英国，首先看到的一定是先进的教学设备和丰富的教育资源，英国的大学学习环境是非常完善和舒适的。图书馆里可以随意租借笔记本，并且在考试期间24小时开门。不过大家只能在里面学习，不可以睡觉休息。

在拥有这一系列条件的同时，就需要学生具有主动性，去善用资源来提高自己的学术能力，并且也需要强烈的互动性，与个人导师进行探讨和交流，或者是同学之间的合作，毕竟很多时候人多力量大，往往可以事半功倍。

导师制是英国教育成功的经验之一。学生在校期间一般会有两类导师，Personal Tutor和Supervisor，前者可以说是生活上的导师，从开学之初就会分配给每一位学生，如果生活上或者是学习上有什么困难，都可以随时跟导师沟通。比如上课的老师口音可能听不太懂，可以跟导师协调换课；或者刚过去心情适应不了，也可以和导师交流。另外一种一般是毕业论文的指导老师，学生需要去跟导师预约，来交流论文上的思路，跟进论文的进度。如果你找不到论文指导老师，或者沟通上有问题，可以跟生活导师发邮件。他会去帮你协调沟通问题，与中国普遍不同的是，英国需要提前跟导师预约好时间，才能上门去找，而预约一般都是通过邮件的方式。我们在确认入学之后，会得到一个独立邮箱，用于接收老师的邮件，学校等各方面的通知。

另外在上课之前，每节课的课件和提前需要预习的内容，都需要学生登录学校的系统去查询，老师会把要求都放在上面。每一门课，老师都会提前告知这一学年你需要完成的各项任务。这是我们俗称的Handbook，每一门课都会有这份文件，里面会包括Assessment、Coursework、exam，会在开学之初就告知你所有的信息，让学生知道需要充实的地方，并且给出充分的时间让你去准备这些作业。没有人会再督促你去学习，所以非常锻炼学生的自主学习能力和时间规划。

课程宽松种类多，考核模式多样。英国课程设置相对比较宽松，但不是意味着学习的知识就少，而是需要学生课下进行消化。所以对于学生的语言能力和学术专业知识要求比较高。虽然不像国内课程这么紧凑，但是英国大学的教学模式种类丰富，一般以Lecture，Seminar和Tutorial为主。

Lecture（集中授课）：学生人数比较多，老师主讲，一般是以数字化的Powerpoint大课形式上课，这种一般是不同专业学生的重合课，所以都在一起上。上课的人会有Seminar的老师，也会有这门课的教研组长等。这门课与Seminar是相辅相成的。Seminar（小型研讨会）：上课人数较少，给予学生充分展现自我的机会，做演讲的机会比较多。一般小课的演讲老是喜欢让学生自由组合，2-3人一组进行topic，需要大家相互间合作，因为出来的分数普遍会是一样的，所以这时候总体印象分就会很重要。另外在Lecture上讲的内容和做的习题，老师比较喜欢放到小课来进行消化，有不懂的问题可以随时沟通，人数少每位同学也都能顾及。Tutorial（辅导课）给学生提供了获取知识和实际技能的宝贵经验，会利用到实验室和工作室。

英国课程成绩的测评多种多样，有普通的课上演讲、平时上课的小测试、作业、普通的论文、毕业论文、考试等等，这种综合测评难度大，同时也能更加全面的去评估你。英国教育的魅力，就是不以单一分数去断定你这个人，而是从多个方面去展示你的人格魅力。老师给到学生的评语，会告知你的得分点和欠缺的地方，非常的耐心和全面。

学术先修是适应英式教育的最佳方式由于中英式教育上的差异，如果要想缩短过去之后的适应期，必须要提前进行有条理的学习。所以我认为开设法律英语这门课程很有必要，一方面可以与在专业上可以与国际接轨，另一方面可以提升自己的语言能力。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Guo Ran, Undergraduate, Grade 2017,

Student Number: 201700801137

When we firstly arrived in the UK, we would see advanced teaching equipment and rich educational resources. The UK university learning environment is very complete and comfortable. Books can be rented at will in the library and open 24 hours during the exam. But everyone can only learn in it, not sleep or rest.

While possessing this series of conditions, students need to be proactive, to make good use of resources to improve their academic ability, and also need strong interaction, to discuss and communicate with personal mentors, or to cooperate with students. After all, people often have more power and can do more with less.

Tutorial system is one of the successful experiences of British education. Generally, there are two types of mentors during the school, Personal Tutor and Supervisor. The former can be said to be a life mentor and will be assigned to each student from the beginning of the school. If there are any difficulties in life or learning, you can communicate with mentor at any time. For example, the teacher's accent during the class may not understand well, you can coordinate with the instructor to change the class; The other is usually the instructor of graduation thesis. Students need to make an appointment with the mentor to exchange ideas on the thesis and follow up on the progress of the thesis. If you can't find the thesis supervisor, or if you have communication problems, you can send an email to the life supervisor. He will help you coordinate communication issues. Unlike China, the United Kingdom needs to make an appointment with the instructor in advance in order to come to your door. Appointments are usually made by mail. After confirming the enrollment, we will get an independent mailbox for receiving emails from teachers, notifications from schools and other aspects.

In addition, before class, the courseware of each lesson and the content that needs to be previewed in advance require students to log in to the school's system to check, and the teacher will put all the requirements on it. For each course, the teacher will inform you in advance of the tasks you need to complete this school year. This is what we commonly call Handbook. Each course will have this document, which will include Assessment, Coursework, exam. It will tell you all the information at the beginning of the school, let students know what needs to be enriched, and give sufficient information. Time for you to prepare these assignments. No one will urge you to study anymore, so students' self-learning ability and time planning are improved.

There are many loose courses and various assessment modes. The British curriculum is relatively loose, but it does not mean that there is less knowledge to learn, but that students need to digest it in class. Therefore, students' language skills and academic expertise are relatively high. Although not as compact as domestic courses, there are a variety of teaching modes in British universities, generally Lecture, Seminar and Tutorial.

Lecture : The number of students is relatively large. The teacher mainly lectures, usually in the form of digital Powerpoint lectures, which are generally overlapping classes of students of different majors, so they are all together. There will be Seminar's teachers and the teaching and research team leader of this course. This course is complementary to Seminar. Seminar : less class, giving students the opportunity to fully show themselves, more opportunities to give lectures. Generally speaking, small class lectures always allow students to combine freely. Topics of 2-3 people need to cooperate with each other, because the scores will generally be the same, so the overall impression score will be very important at this time. In addition, the content of Lecture and the exercises you do, the teacher prefers to put in small classes to digest, if you do not understand the problem can communicate at any time, a small number of students can also take care of. Tutorials provide students with valuable experience in acquiring knowledge and practical skills, which are used in laboratories and studios.

There are a variety of assessments of British course scores, including ordinary lectures, quizzes in ordinary classes, homework, general thesis, graduation thesis, exams, etc. This comprehensive assessment is difficult and can be more comprehensively evaluated. you. The charm of British education is not to judge you as a single score, but to show your personality charm from multiple aspects. The teacher's comments to the students will inform you of the points and lacks, very patient and comprehensive.

Academic advancement is the best way to adapt to British education. Due to the differences between Chinese and British education, if you want to shorten the adaptation period in the past, you must study in an organized way in advance. Therefore, I think it is necessary to offer a course in legal English. On the one hand, it can be in line with international standards in the professional field, and on the other hand, it can improve your language skills.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

杨飞燕，2016级本科生，学号：201600801100

1.这次的机会弥足珍贵，建议学校给教师学生更多参与对外交流的机会，让更多人参与进来，感受教育现代化、对外化。

2.希望增加课堂互动性。老师主动带动学习氛围，主动营造学习环境，譬如问一些难度不是很高的问题让学生参与进来、问一些具有一定难度的问题让同学充分思考，让大家全体参与进来。

3.建议老师们下课布置一些作业，一方面检测本节课的学习情况，一方面通过思考让同学对课程产生浓厚兴趣、开阔思路，并且让老师感受同学对问题不同的理解，从而加深对教学的理解。

4.建议学校多增加小班授课的形式，我们学校已经有了英语小班授课的形式，鉴于人数问题，学校可以酌情开展小班授课形式。

5.学校可以开展一些团队协作的授课，譬如做一些团队协作的功课或游戏，培养大学生的团队协作能力，此能力是当代重要的技能，但却又是大学生缺失的重要技能。

6.学校可以将就业指导课设为一门公共课，就业指导课并非仅仅为了就业，其中培养的技能更是学生终身受益的本领。

7.建议学校多增设展览、音乐会等活动，增加学校人文氛围，我们学校环境极其美好，并且是一所有人文精神沉淀的百年老校，可以增加一些现代化的艺术展览，促进学校多方面发展。

8.增设一些学生讨论区域。在斯特灵大学看到了图书馆内部一层是讨论区，二三层是安静的办公学习区。

9.开展一些校级外语竞赛活动。经过这次学习交流活动，我深刻意识到了英语的重要性，它是沟通的桥梁，故开展一些外语竞赛活动，激发学生兴趣，促进全校学生外语水平的提高。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Yang Feiyan, Undergraduate, Grade 2016,

Student Number: 201600801100

1. This opportunity is precious. It is suggested that the school give more opportunities for teachers and students to participate in foreign exchanges, let more people participate in it, and feel the modernization and externalization of education.

2. Hope to increase classroom interaction. Teachers take the initiative to promote the learning atmosphere and create the learning environment. For example, ask some questions that are not very difficult for students to participate in, ask some questions that are difficult for students to fully think about and let everyone participate in.

3. It is suggested that the teachers arrange some homework after class. On the one hand, they test the learning situation of this class. On the other hand, they make the students have strong interest in the course, broaden their thinking, and let the teachers feel the students' different understanding of the problem, so as to deepen the understanding of teaching.

4. It is suggested that schools should increase the number of small classes. Our school already has a small English class. In view of the number of students, schools can carry out small classes as appropriate.

5. The school can carry out some teaching of team cooperation, such as doing some homework or games of team cooperation, so as to cultivate the team cooperation ability of college students. This ability is an important skill in the contemporary era, but it is also an important skill that college students lack.

6. The school can set the employment guidance course as a public course. The employment guidance course is not only for the purpose of employment, but also for the ability of students' lifelong benefit.

7. It is suggested that the school should set up more exhibitions, concerts and other activities to increase the school's humanistic atmosphere. Our school environment is extremely beautiful, and it is a century old school with all the humanistic spirit. It can increase some modern art exhibitions to promote the development of the school in many aspects.

8. Add some discussion areas for students. At University of Stirling, I saw the discussion area on the first floor and the quiet office and learning area on the second and third floors.

9. Carry out some foreign language competitions at school level. After this learning and exchange activity, I realized the importance of English, which is the bridge of communication, so I carried out some foreign language competitions to stimulate students' interest and promote the improvement of students' foreign language level.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

陈炜，2018级本科生，学号：201800801017

1.法学专业根据方向不同进行分班，相对应进行不同的课程设置。如国际法，可另行增加外语课程；

2.老师上课的PPT可以做得更简洁点，列出重点即可，避免同学们因为阅读PPT上的内容而忽略了老师讲的内容；

3.在分专业方向的基础上进行小班化，增加上课时老师和学生的互动，有利于激发学生思考，随时解决问题；

4.增加课堂讨论内容并进行成果展示，让同学们能更积极地参与课堂；

5.提高职业生涯规划课程的重要性，安排制作简历、论文撰写等教学，有助于切实培养同学们未来的就业技能。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Chen Wei, Undergraduate, Grade 2018,

Student Number: 20180080101

1. Law majors are divided into different classes according to different directions, and different courses are set accordingly. Such as the international law, foreign language courses can be added separately.

2. Teachers can make the PPT of the lecture more concise, just list the key points to avoid students from ignoring the content of the teacher because of reading the content on the PPT.

3. On the basis of the specialization direction, carry out small classes and increase the interaction between teachers and students during the class, which will help stimulate students to think and solve problems at any time.

4. Increase the content of class discussions and show results so that students can participate in the class more actively.

5. Improve the importance of career planning courses and arrange courses such as making resumes and writing papers，which will help to cultivate students' future employment skills.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

蒋鹏晋，2017级硕士研究生，学号：201721805001

1.加强国际法专业方向的授课

从目前的合作办学实践看，校际交流和合作办学以国际法相关专业为重点。目前，学校仅在本科阶段提供三国法专业的学习，研究生阶段缺乏国际法专业和课程，更不用说国际法前沿知识的学习。

2.加强法律英语的学习

建议学院增强法律英语的授课比重，并以英语为工具语言开展实践活动，如在课堂上增加学生使用英语做presentation的机会，强化法律英语的学习环境和使用场景。

3.定期做学术研讨会和交流会

建议学院各专业组织学生定期开展学术交流，就专业问题展开专业讨论。同时，也可以对近期的专业书目阅读进行介绍。

4.细化和专业化研究生课程

研究生的主要任务是论文写作。不必要的课程可以予以减少。同时，应为研究生提供更加前沿和专业化的课程。

5、扩充学院资源

一方面，建议学院提高资料室的利用价值，按时开放，延长开放时间等。同时，为学生提供公用自习室学习。另一方面，建议扩充法学资源库，以便于学院师生及时了解专业前沿信息，为论文写作提供良好的基础。

6.加强互动式教学

互动式教学应以小班为基础。因此，建议学院的教学应以小班教学为主，以小组进行学习和讨论，有利于专业知识的深入讨论和理解。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Jiang Pengjing, Postgraduate, Grade 2017,

Student Number: 201721805001

1. Strengthening the teaching of international law

Judging from the current practice of cooperation in running schools, intercollegiate exchanges and cooperation in running schools focus on international law-related majors. At present, the school only provides three-country law majors at the undergraduate stage, and lacks international law majors and courses at the graduate stage, not to mention the study of advanced knowledge of international law.

2. Strengthening the study of legal English

It is suggested that the college should increase the proportion of legal English teaching and carry out practical activities in English as a tool language, such as increasing the opportunities for students to make presentation in English, and strengthening the learning environment and usage scenarios of legal English.

3.Regular academic seminars and exchanges

It is suggested that all majors in the college organize students to carry out regular academic exchanges and professional discussions on professional issues. At the same time, it can also introduce the recent professional bibliography reading.

4. Refinement and specialization of postgraduate courses

The main task of graduate students is to write papers. Unnecessary courses can be reduced. At the same time, more advanced and specialized courses should be provided for graduate students.

5. Expanding college resources

On the one hand, it is suggested that the college should improve the utilization value of the reference room, open it on time and extend its opening hours. At the same time, public study rooms are provided for students to study. On the other hand, it is suggested to expand the law resource base so that teachers and students of the college can know the professional front information in time and provide a good foundation for writing papers.

6. Strengthening interactive teaching

Interactive teaching should be based on small classes. Therefore, it is suggested that teaching in colleges should focus on small class teaching and study and discussion in small groups, which is conducive to in-depth discussion and understanding of professional knowledge.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

郝怡敏，2017级本科生，学号：201700801010

1.教育理念

斯特灵大学一直强调“be the different”，这一点也贯穿于教学中，无论是开设个人发展训练课程，重视学生的就业和竞争能力，还是批判性思维的锻炼，“different”体现在教学细枝末节中，尊重学生的个性，培养学生的个性化发展，是在山大以及中国教育中相对不足的地方。

2.学科设置

在山大法学院，本科生不分学习方向，各种法律都涉及，这体现了学校培养全面化人才，以及重视学生基本法学素养的提现。在斯特灵大学，一节法律研讨课上，老师问我们，你们主修什么，大家说本科生什么都学，他很惊讶地说，哇，这真是个了不起的学习。全面学习固有好处，但分学科和方向或许更有针对性，术业有专攻，让学生更能成为专业化精尖化人才。

3.授课方式

在山大，一个老师，100-200名学生，一节课，老师孜孜不倦地讲，学生马不停蹄地记笔记。短时间高强度的知识输出，或许让学生对知识的理解更全面，但掌握起来还需一些时间，虽然也会有其他多种形式的让学生参与其中的活动，比如小组讨论，个人展示或是演讲，辩论等，但相较于斯特灵大学，学生发言的机会略少，比较不重视学生自我思考，老师引导启发的过程。这些需要在结合老师和学校现有情况，实际可能等考虑因素下综合提高，促进山大教育与国际化接轨。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Hao Yimin, Undergraduate, Grade 2017,

Student Number: 201700801010

Four weeks of law seminars gave me a simple but practical understanding of the University's law education. Therefore, compared with the undergraduate law education, the two have some weight, but there are many aspects are very worth learning.

1. The University of Stirling has always emphasized the idea of "be the difference ", which runs through the teaching system, whether it is to offer personal development training courses, pay attention to the employment and competitiveness of students, or to exercise critical thinking. and the relative deficiencies in education in China.

2. The subject set up in the law school of Shanxi University. Undergraduate students regardless of the direction of study, all kinds of laws are involved, which reflects the school wants to train comprehensive talent, as well as the importance of students' basic legal literacy. At University of Stirling, in a law workshop, the teacher asked us what we majored in, and everyone said that undergraduates studied everything, and he was surprised to say, ‘wow, this is really an amazing study.’ Comprehensive learning inherent benefits, but the division of disciplines and direction may be more targeted, the technical industry has specialized, so that students can become more specialized talent.

3. At Shanxi University, the teaching is carried out in a big-class mode, in which a teacher may teach 100 students and speaking all the time, and the students keep on taking notes. Short periods of high-intensity knowledge output may give students a fuller understanding of the knowledge, but it will take some time to master it. Although there are many other forms of activities that involve students, such as group discussions, personal presentations or speeches, debates, etc., there are fewer opportunities for students to speak than at University of Stirling, and less attention is paid to the process of self-thinking and teacher-led inspiration. These need to be combined with the existing situation of teachers and schools, practical and other considerations to promote education to connect with the international level.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

胡平，2017级硕士研究生，学号：201721807006

建议有意培养学生的批判性思维，以帮助学生更快地适应国外的教学模式。

西方的课堂中，教学大都以小组讨论的模式进行，此次斯特灵交流的课堂也不例外。斯大学习的第一节课，老师就是给了一个topic，然后让我们分组讨论，说出你支持或是不支持它的理由。还记得当时，我的脑袋一片空白，让中文说我都不知道要说点什么，何谈英文。这种不适应在上过几次课后才有些许改善。自己想过很多次出现这种状况的原因，我觉得最根本的就是我在平日的学习中缺乏批判性思维，即critical thinking。习惯了老师说什么我就记什么的模式，只是注重结论，却很少自己针对某一问题深入地主动性地去思考，是造成我不适应甚至跟不上老师学习授课步伐的主要原因。

大学课堂里的学习并不是“学术观光”。进行任何方面的学术探索，最重要的是意识到任何学术话题都发生在对话之中：一门学科的历史是由不断的知识颠覆组成的。寻找标准答案的学习思维在这种环境下并没有意义。在我的理解中，批判性思维就是把知识的表象和本质区分开来的能力。它需要日积月累的学习和练习，并非一日之功，故若要进行合作办学，培养我们学生的批判性思维需从大一抓起，这样才能更快地让同学们融入到西方的课堂模式中。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Hu Ping, Postgraduate, Grade 2017,

Student Number: 201721807006

Intentionally developing students' ability in critical thinking to help students adapt to foreign teaching models.

In Western classrooms, teaching is mostly conducted in a group discussion mode. In the first lesson of University of Stirling, the teacher divided us in groups to discuss a given topic and told us to find reasons why you support or not support the topic. I still remember that my head was completely blank at the time. I didn't know what to say in Chinese, let alone in English. I have thought about the reasons for this situation many times, and I think the most fundamental reason is that I lack the ability of critical thinking in my daily study. I am accustomed to the common mode of merely remembering what the teacher says, but I only pay attention to the conclusion, but I rarely think proactively and deeply about a certain problem, which is the main reason that I am not adapted or even keep up with the teacher's pace.

Learning in the university classroom is not "academic tourism." For any kind of academic exploration, the most important thing is to realize that any academic topic takes place in a conversation: the history of a discipline is composed of constant knowledge disruption. Learning thinking in search of standard answers is meaningless in this environment. In my understanding, critical thinking is the ability to distinguish the appearance and essence of knowledge. It requires accumulated learning and practice, not a day's work. Therefore, if we are to run a cooperative program with western universities, we need to cultivate our students' critical thinking in the freshman year, so that students can be integrated into western classroom models more quickly.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

贾琪，2017级本科生，学号：201700801050

1.加强我校与合作院校联系。建议多举办类似活动，增加院校间的了解，开阔学生视野，学习理解其他院校的优势及办学理念;

2.增加学校内英语实践活动。例如，适当加入全英文课程或英语演讲比赛。将学习到的英语应用到实践中，增强英语实践性，提高学生口语能力;

3.提供学生将所学专业应用与研究的机会。例如，法学学生多举办模拟法庭活动或是增加科研活动机会。将理论知识应用到实践中，与日后就业接轨，同时也可以加深对自己专业的理解。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Jia Qi, Undergraduate, Grade 2017,

Student Number: 201700801050

1. Strengthening the relationship between our school and partner institutions, organizing as many similar events as possible, increasing understanding between institutions, broadening students' horizons, and learning to understand the advantages and concepts of running other institutions.

2. Increasing English practical activities in schools, such as appropriate participation in full English courses or English speech contests; applying the learned English to practice, enhancing English practicality, and improving students' speaking ability.

3. Providing students with the opportunity to apply and study their majors, such as French students holding more mock court activities or increasing opportunities for scientific research activities; and applying theoretical knowledge to practice, in line with future employment; deepening understanding of your profession.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

齐宏赛，2016级本科生，学号：201600801132

1.加强语言教育，充分利用学校资源，促进学校之间各院系之间的交流，实现学校学生语言技能的提升。具体而言，适当增加语言类课程课时，扩宽语种教学。

2.对学校进行自我定位，在条件允许的情况下，加快和国外高校之间的交流，促进教育的国际化，提升大学本硕博出国交流学生比例。

3.目前交流形式较为单一，可以增加其他形式，例如中国节、外国文化节等形式，加强国外、国内学生之间的交流，促进文化交融，同时，提升双方的语言技能。

4.顺应国家教育部出台文件趋势，适当增加教授、副教授等职称教师的授课时间，提高教学质量，增强学生写作能力，对学生的课外阅读进行硬性规定。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Qi Hongsai, Undergraduate, Grade 2016,

Student Number: 201600801132

1. Strengthening language education, making full use of school resources, promoting communication between schools and departments, and improving the language skills of school students. Specifically, language courses should be appropriately increased to expand language teaching.

2. Self-positioning the school, if possible, speeding up exchanges with foreign universities, promoting the internationalization of education, and increasing the proportion of students who exchange undergraduate and master's degrees abroad.

3. At present, the form of communication is relatively simple, and other forms can be added, such as the Chinese Festival and Foreign Cultural Festival to strengthen communication between foreign and domestic students

4. In accordance with the trend of documents issued by the Ministry of Education, appropriately increasing the teaching time of professors, associating professors and other teachers, improving the quality of teaching, enhancing students 'writing ability, and imposing rigid regulations on students' extracurricular reading.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

任益星 ，2019级硕士研究生，学号：201921809004

一、学习方面

1.控制班容量，对学生个人发展给予更针对性的帮助，和发展互动式教学；

2.图书馆的书目更新更及时，对于各科目前沿的发展有所体现；

3.提升学校网络在线服务。

二、生活方面

1.改善研究生住宿条件，特别是文瀛宿舍区；

2.鼓励举办更加贴近年轻人的校园文化活动。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Ren Yixing, Postgraduate, Grade 2019,

Student Number: 201921809004

I. Learning

1. Controlling class capacity, giving more targeted help to students' personal development, and developing interactive teaching.

2. Updating the bibliography of the library more timely, which reflects the current development of each subject.

3. Improving school online services.

II. Life

1. Improving housing conditions for graduate students (Wenying District)

2. Encouraging campus cultural activities that are closer to young people.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

闫旭莲，2019级硕士研究生，学号：201921811030

1.积极推行小班教学；

2.鼓励教师改变教学模式，改变教师机械灌输学生知识点的方式，寓教于乐；

3.改善学生住宿环境；

4.增加学校公用自习室数量，为学生提供更多的学习空间；

5.增加学校体育设施，最好建设一个专供学生的健身房，并且为学生提供更大的优惠，真正保障学生优惠；

6.为必要与实践相关的课程增加带学分的考试科目；

7.关注每一名学生的发展，在教育中不能忽视因材施教；

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Yan Xulian , Postgraduate, Grade 2019,

Student Number: 201921811030

1. Actively promoting small class teaching.

2.Encouraging teachers to change teaching modes, change the way teachers instill students' knowledge mechanically, and make teaching fun.

3. Improving student accommodation.

4. Increasing the number of public study rooms in schools to provide more learning space for students.

5. Increasing school sports facilities, which in particular it is best to build a gym dedicated to students, and provide students with greater discounts, truly guarantee student discounts.

6.Adding credit-bearing test subjects to necessary practical-related courses.

7.Paying attention to the development of each student, and cannot ignore teaching in accordance with their aptitude in education.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

张诗悦，2018级本科生，学号：201800801192

恩师情长，母校情深，怀着无比诚挚的心情，我想再次感谢山西大学与法学院给予我这次无比宝贵的机会，让我有幸于本学期赴英国进行本次交流与学习，于我受益匪浅，见识良多。特此将我此行的所见所感分享于此，希望可以对母校有所帮助，详述如下。

在被学校录取之后，每一名斯特灵大学的学生都会拥有一个独属于自己的学号和电子账号，凭此便可以享受到学校的Information Centre带来的各种便利。

首先是斯特灵大学的四大系统：Portal, SUCCEED, Library System和OUTLOOK Stirling。这四大系统覆盖了斯特灵学生的学习生活。凭借电子账号和第一次登录时设置的密码，可以进入Portal。这里有所有的学生在学校生活有关的信息，包括申报或者更换学科，学生会选举投票，社团报名，寻找兼职等等，你需要的一切都可以在这里找到。

Library系统中，学生可以在此寻找书籍和预订自己要借的书，一切都可以在一分钟之内完成，非常的方便快捷。

SUCCEED则是斯特灵大学自己开发的教学系统。在Portal 里填报成功每学期要学习的科目之后，这里就可以看到教师上传的所有学习资料以及可以参加的不同的小课讨论组、实验小组等等，方便学生提前预习、提前安排日程时间。

OUTLOOK Stirling则是斯特灵大学的邮件系统，主要用于联系老师和同学。据在这里学习的同学说，它本来是Stirling自己的邮件系统，在前两年学校开始和微软，谷歌等科技大企业合作，所以引进了微软的Outlook。同时，每年都有前往Google学习或者实习的机会。

除了这几个线上的服务之外，Information Centre最棒的服务，就是覆盖学校所有教学楼以及新宿舍的免费Wi-Fi服务，以及齐全的Computer Labs和打印复印设备。学生在入学后通过学号和账号将所有电子设备连入Wi-Fi后，从此便可以在整个校园的任何地方享受到Wi-Fi服务，而无需再多次不停地登录退出，还可在世界上任何可以上网的地方，访问到存在学校系统中的所有学习资料。凭学生自己的账号可以登录校园内任意一台计算机，获得自己已经存储到系统的文件，可以在不携带个人笔记本电脑的情况下随时随地地学习和办公，为学习生活提供了相当的便捷。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Zhang Shiyue, Undergraduate, Grade 2018,

Student Number: 201800801192

Teachers have a long history, and their alma mater is deeply affectionate. With great sincerity, I would like to thank Shanxi University and the Law School again for giving me this invaluable opportunity. I was fortunate to be in the UK this semester for this exchange and study. Benefited a lot and learned a lot. I hereby share what I have seen during this trip, hoping that it will be helpful to my alma mater, as detailed below.

After being admitted by the school, each student at the University of Stirling will have a unique student ID and electronic account, so that he can enjoy the convenience brought by the school's Information Centre.

The first is the University of Stirling's four major systems: Portal, SUCCEED, Library System and OUTLOOK Stirling. These four systems cover the learning life of Stirling students. With the electronic account and the password set during the first login, you can enter the portal. Here is all the information about students living in school, including applying for or changing subjects, student union election voting, community registration, finding part-time jobs, etc. Everything you need can be found here.

In the Library system, students can find books here and reserve books they want to borrow. Everything can be done within one minute, which is very convenient and quick.

SUCCEED is a teaching system developed by the University of Stirling. After filling out the subjects to be successfully studied each semester in the Portal, you can see all the learning materials uploaded by the teacher, as well as the different small class discussion groups, experimental groups, etc. that can be participated in, so that students can preview and schedule in advance.

OUTLOOK Stirling is University of Stirling's mail system, which is mainly used to contact teachers and classmates. According to the students studying here, it was originally Stirling's own mail system. In the previous two years, the school began to cooperate with large technology companies such as Microsoft and Google, so it introduced Microsoft Outlook. At the same time, there are opportunities to study or intern at Google every year.

In addition to these online services, Information Centre's best service is free Wi-Fi service covering all school buildings and new dormitories, as well as a full range of Computer Labs and print and copy equipment. After enrolling students, all electronic devices are connected to Wi-Fi through the student ID and account number. From then on, students can enjoy Wi-Fi services anywhere on the campus without having to log in and out again and again. Access to all the learning materials stored in the school system anywhere in the world with internet access. With the student's own account, you can log in to any computer on campus and obtain the files that you have stored in the system. You can study and work anywhere, anytime without carrying a personal laptop, which provides considerable convenience for your learning life.

In the time of studying and living here, I fully realized its convenience. I wrote here, hoping that it would be helpful to the school. I sincerely thank Alma Mater and all leaders and teachers, and wish Shanxi University to make great strides on the journey of Sino-foreign cooperation in running a school and make it smooth!

关于与斯特灵大学建立并深化合作办学的若 干 建 议

张旭琴，2019级硕士研究生，学号：201921805010

一、优化中外合作办学项目组织管理架构

中外合作办学项目管理思路必须从注重行政许可转向加强过程监督，加强顶层设计和政策制定，优化管理手段。中外合作办学项目的管理必须分工明确。外事部门负责了解和掌握上级有关部门对合作办学项目的政策和规定，协调与上级主管部门、外方合作学校以及学校内部各部门的联系和沟通。教学部门负责项目教学质量的监督，指导合作办学项目主体单位制定符合合作办学要求的培养方案的教学计划。项目所在学院作为合作办学主体单位，设立合作项目相关专业负责人，根据合作专业和学科的我发展要求，与外方合作学校相关教学单位开展课程衔接，制定科学合理的培养方案的教学计划，配置优质师资和教材，对合作办学项目的实施进行具体管理，对任课教师的教学质量进行考核，并及时向领导小组汇报项目整改进展情况，接受学校的统一领导和监督。

一、健全人才引入和输出机制，注重师资队伍建设

多途径、多渠道引进一批在海内外著名高校或研究机构的外籍专家和团队，优化师资结构，开展科研合作，促进学科建设、科研发展。制定境外高层次人才引进办法，建立配套的举措，设立引人专项经费，大力引进境外高层次人才，完善外籍教师聘用与管理办法，做好外籍教师的管理与服务工作。另外，在大力引进海外人才的基础上，学校还应重视人才的输出培养。鼓励、选派优秀青年教师赴国内外高水平大学访学进修，鼓励教师争取各类海外进修外部资源，引导和支持教师开展国际科研合作项目的学术交流活动，丰富教师的海外经历，扩大其国际视野，并提升其获取资源的能力。鼓励优秀的管理骨干到境外进修。每年选派一定数量的管理骨干赴境外大学访学进修，学习先进的教育管理经验，组建起一支有针对性的、长期稳定的合作项目教师队伍。在同等条件下，优先选拔具有境外高水平大学访学进修经历的管理骨干进入学校中高层管理干部队伍。

二、在教学、教务管理、学籍管理制度和管理办法方面建立与国际接轨的管理体系

在引进外方办学理念的同时，坚持我国多年来的办学经验，修订特色鲜明的培养方案，形成不可替代的培养模式。课程设置和教学计划的制定兼顾两国的学术标准，对两种不同的课程体系进行有机的衔接，整个教学计划融为一体。在对学生的教授模式中，以外教为主，中外教师互相配合，通过教学团队进行教学的模式，开展外语环境下的强化英语教学，突破外语教学的常规功能，是外语教学成为培养复合型人才的一个重要方面。通过小班教学和辅导等方法给师生间直接的学术交流创造机会，提高学生利用所学知识解决问题的能力。培养学生时 ，一要坚持德智体美劳全面发展，引导学生养成独立的、富有批判精神和判断是非能力的思维习惯；二要培养学生具有开放的心态，平等公正地理解、宽容对待和尊重世界各种不同的文化传统和风俗；三要重视对学生思想素质的培养，充分利用中外合作培养的资源，成立与英语语言、国际文化和国际交流有关的社团组织，拓宽学生的国际视野。

Suggestions on Establishing and Deepening

Cooperation with University of Stirling

Zhang Xuqin, Postgraduate, Grade 2019,

Student Number: 201921805010

From December 6, 2019 to January 3, 2020, a total of 30 undergraduates, masters and doctoral students from Shanxi University School of Law conducted a one-month exchange study at the University of Stirling in the United Kingdom. During this period, the students experienced some of the special courses of the University of Stirling and the study of law majors. They also learned about the classes of the University of Stirling and the teachers 'emphasis on training students' thinking. In order to facilitate the successful completion of the Chinese-foreign cooperative education project between Shanxi University and University of Stirling, we will combine the experience brought back from the students' visit to the school, and specifically propose the following rationalization suggestions for the cooperation between the two universities:

First, optimize the organizational management structure of Chinese-foreign cooperatively-run schools. The management of Sino-foreign cooperative education projects must shift from focusing on administrative licensing to strengthening process supervision, strengthening top-level design and policy formulation, and optimizing management methods. The management of Chinese-foreign cooperatively-run school projects must have a clear division of labor. The foreign affairs department is responsible for understanding and mastering the policies and regulations of the relevant higher-level departments on cooperative school running projects, and coordinating the contact and communication with the higher-level competent departments, foreign cooperative schools, and various departments within the school. The teaching department is responsible for the supervision of the project teaching quality, and guides the main units of the cooperative school project to formulate a teaching plan that meets the requirements for cooperative school running. The college where the project is located, as the main unit of the cooperative school, sets up the relevant professional heads of the cooperative project, and according to the development requirements of the cooperative majors and disciplines, conducts course connection with the relevant teaching units of the foreign cooperative school, and formulates a scientific and reasonable training plan and configuration High-quality teachers and teaching materials, specific management of the implementation of cooperative school projects, assessment of the teaching quality of the teachers, and timely report to the leadership team on the project improvement and improvement, and accept the unified leadership and supervision of the school.

Second, we need to improve the mechanism for introducing and exporting talents and pay attention to the construction of teachers. Multi-channel and multi-channel introduction of a group of foreign experts and teams from well-known universities or research institutions at home and abroad to optimize the structure of teachers, carry out scientific research cooperation, and promote discipline construction and scientific research development. Formulate measures for the introduction of overseas high-level talents, establish supporting measures, establish special funds for attracting people, vigorously introduce overseas high-level talents, improve the methods for the recruitment and management of foreign teachers, and do a good job of the management and service of foreign teachers. In addition, on the basis of vigorously introducing overseas talents, schools should also attach great importance to the export and cultivation of talents. Encourage and select outstanding young teachers to visit and study in high-level universities at home and abroad, encourage teachers to strive for various external resources for overseas studies, guide and support teachers to carry out academic exchange activities of international scientific research cooperation projects, enrich teachers' overseas experiences, and expand their international horizons And improve their ability to access resources. Encourage excellent management backbones to study abroad. Every year, a certain number of key management personnel are sent to overseas universities to study and learn from advanced education management experience, and a targeted, long-term and stable cooperative project teacher team is formed. Under the same conditions, priority should be given to the management backbones with high-level overseas university visits and advanced studies to enter the school's middle and senior management cadres.

Third, establish a management system that is in line with international standards in terms of teaching, teaching management, student status management system and management methods. While introducing the concept of running a foreign school, we must adhere to China's years of school experience, revise distinctive training programs, and form an irreplaceable training model. The curriculum and the formulation of the teaching plan take into account the academic standards of the two countries, organically link the two different curriculum systems, and integrate the entire teaching plan. In the teaching model for students, foreign teachers are the mainstay, and Chinese and foreign teachers cooperate with each other. Through the teaching mode of the teaching team, they carry out intensive English teaching in a foreign language environment and break through the conventional functions of foreign language teaching. Through small class teaching and tutoring, it creates opportunities for direct academic exchanges between teachers and students, and improves students' ability to solve problems with what they have learned. When cultivating students, one must adhere to the comprehensive development of moral, intellectual, physical, artistic, and labor, and guide students to develop independent, critical thinking and the ability to judge right and wrong; second, we must train students to have an open mind, to understand, tolerate and respect the different cultural traditions and customs of the world; third, we must attach importance to the cultivation of students 'ideological quality, make full use of the resources cultivated by Sino-foreign cooperation, establish associations related to English language, international culture and international exchanges, and broaden students' international horizons.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

王婷，2017级本科生，学号：201700801148

第一，加强英语的学习，尤其是法律英语的学习。在学术英语和个人发展培训的课上，我们基本可以了解课堂内容并且参与课堂讨论，用英语表达自己的想法。但是在法律研讨会的专业课程上，课堂内容全部以法律英语的形式呈现，这对于我们来说难度较大，不仅不好理解，同时也无法通过流畅的英语将我们所学的法学专业知识表达展现出来。因此我们有必要重视对法律英语的学习。

第二，在交流前应当提前做好对英美法的学习。英美法系和大陆法系有很大的区别，因此法律学习也会有很大的区别。如果没有对英美法的基本了解，在学习过程中反倒会被许多细枝末节的问题而限制了思路，这是不利于我们学习交流并进行深入探讨的。

第三，对于我们在国内所学的各部门法的相关知识，不能仅仅只知道基本的法律规定，还需要充分地掌握各规定背后的原理，并且通过与他国法律的比较，对于立法的不完善之处也应当有所思考，从而全面地了解问题，以便更好地与英国方面的老师进行交流。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Wang Ting, Undergraduate, Grade 2017,

Student Number: 201700801148

First, the study of English shall be strengthened, especially the study of legal English. In the courses of academic English and personal development training, we can basically understand the content of the class and participate in the class discussion to express our ideas in English. However, in the professional courses of law seminars, all the classroom contents are presented in the form of legal English, which is difficult for us. It is not only difficult for us to understand, but also difficult for us to express and show our professional knowledge of law through fluent English. Therefore, it is necessary for us to attach importance to the study of legal English.

Second, the study of Anglo-American law should be done well in advance before the exchange. There are great differences between the common law system and the civil law system, so there will be great differences in the study of law. If we do not have a basic understanding of Anglo-American law, our thinking will be limited by many minor problems in the learning process, which is not conducive to our study, communication and in-depth discussion.

Third, for each department related knowledge we learned at home, not only know the basic law, also need to fully grasp the principle behind the regulations, and comparing with the other countries' law, for the shortcomings of legislation ought to think, to fully understand the problem, in order to better communicate with Britain's teacher.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

丁亚亭,2016级本科生，学号：201600801117

1.建议多举办讲座活动，拓宽除课堂学习外的知识获取途径。讲座的主题可以并不必须是关于本专业的，可以问问学生们想要听什么样主题的讲座，重要的是培养一种获取知识和不断学习的氛围；

2.建议学校所开设的公共课的授课内容更切合学生的实际需求，比如，就业指导课，不要总是讲那些过于宏观且不能应用于实际的内容，可以更加的具象，例如，如何写简历及面试的技巧等，这些才是应届毕业生更为需要的；

3.建议加强课程的丰富性。也许是受制于专业，我们法学的课程基本上只是老师课堂授课，实践课程很少，学院也很少开展实践活动，即使举办了一些，比如模拟法庭，但参与人数太少，且形式化过于严重，并不能起到“教学”的作用。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Ding Yating, Undergraduate, Grade 2016,

Student Number: 201600801117

1.More lecture activities shall be organized to broaden knowledge acquisition channels in addition to classroom learning. The topic of the lecture cannot have to be about this major, ask the students what kind of topic they want to listen, the important thing is to cultivate an atmosphere of acquiring knowledge and continuous learning.

2.It is hoped that the public courses offered by the school will be more relevant to the actual needs of students, such as employment guidance courses. Some more concrete topics are what the fresh graduates need more, such as how to write a resume, interview skills, etc.

3.Enriching the content of the course. Maybe it is subject to the profession. Our law courses are basically only taught by teachers in the classroom. Even if some are held, such as a moot court, the number of participants is too small and the formalization is too serious to play the role of "teaching".

关于与斯特灵大学建立并深化合作办学的若 干 建 议

陈琬珠，2019级博士研究生，学号：201911812001

1.改善宿舍环境，尽可能有自我学习空间；

2.增加小班式教学，能够有深入探讨；

3.完善法学电子数据库、法学图书馆，为理论学习及论文写作提供坚实的基础，并且针对不同电子数据库的使用能有专门性培训；

4.能有法学专业专门的自习室；

5.提升实践教学，尤其是针对研究生的，能真正接触到案件，并且在老师的指导下深入处理案件；

6.建议进行法学专业的跨学科研究，扩展学生的视野，能有跨专业双导师辅导制；

7.教学环节中更加注重问题意识，以问题意识引入，激发多维思考；

8.选修课更接近社会需求，不拘泥于形式，也不流于形式。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Chen Wanzhu, Ph.D. ,Grade 2019,

Student Number: 201911812001

1.Improve the dormitory environment and have as much space for self-learning as possible；

2.Increase small class teaching, can have in-depth discussion；

3.Improve law electronic databases and law libraries, provide a solid foundation for theoretical study and thesis writing, and have specialized training for the use of different electronic databases；

4.Special study rooms available for law majors；

5.Improving practical teaching, especially for graduate students, who can really access the case and handle the case in depth under the guidance of the teacher；

6.It is recommended to carry out interdisciplinary research in law majors, to expand students' horizons, and to have a cross-professional dual-mentor tutoring system；

7.Pay more attention to problem consciousness in the teaching process, introduce problem consciousness and stimulate multi-dimensional thinking；

8.Elective courses are closer to the needs of society and are not restricted to form or form.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

马媛,2018级硕士研究生,学号：201821809006，

第一，提升法学学科的国际化程度。加快法学学科的更新步伐，增设更多的前沿的法学学科，将课堂内容与国际接轨，以吸引更多国际学生的目光。

第二，提升法学学科的实用性。增设一些实用性较强的科目，学科建设兼具理论性和实用性，促进学生就业。

第三，在课堂教学方式上，告别过去的填鸭式教学，将讨论的方式广泛应用到教学中，增加师生之间、学生之间的互动，提高学生的课堂参与度。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Ma Yuan, Postgraduate, Grade 2018,

Student Number: 201821809006

First, to enhance the degree of internationalization of the Science of law. We should speed up the updating of the science of law, add more advanced science of law, and bring the contents of the class into line with the international practice so as to attract more international students' attention.

Second, to enhance the practicality of the course of law school. Set up some more practical subjects, both theoretical and practical subject construction, to promote student employment.

Thirdly, in the classroom teaching method, we should break away from the past cramming teaching, apply the discussion method to the teaching, increase the interaction between teachers and students, and improve students' participation

关于与斯特灵大学建立并深化合作办学的若 干 建 议

张璇,2016级本科生,学号：201600801016

通过此次对斯特灵大学的访学项目，我学习到了一种不同于国内的批判性思维方式，这使我受益匪浅，并希望这种思维方式可以运用于山西大学的课堂实践中。

批判性思维又称负面思考、思辨能力、严谨的思考、明辨性思维、审辨式思维，是通过对事实的分析形成判断的思考方式。批判性思维是组织成功的关键，当我们面对复杂的任务或问题时，以下这些能力非常重要：收集并组织信息、创造新的知识、找到创新解决方案、权衡利弊做出决定。在此就以批判性思维指导我们的日常学习工作为例说明：

一、收集并组织信息

通过这次交流项目，我们努力收集斯特灵大学的各类信息。从课堂上与老师的互动、与同学间的小组分工、从校园环境与日常生活、从城市建筑与乡间风光、从体育设施与供电供水……进行更为广泛的探索，收集更加全面的信息，并试图勾勒出斯特灵大学作为一个大学所依赖的文化背景、教育理念、教学方式等。

二、创造新的知识

在进行大量的信息收集后，我们的大脑里就会形成更加丰富的排列组合。通过比较山西大学与斯特灵大学的文化背景差异、校园环境差异、课堂模式差异，从而得出新的观点与评价。

我们通过比较发现斯特灵大学为学生提供的选修课程是山西大学的2倍，社团活动更为丰富；斯特灵大学图书馆馆藏并不如山西大学丰富，学生在图书馆学习时也不是独自一人，而是组成了学习小组，一起讨论交流。

三、找到创新解决方案

通过信息收集与比较，我们获得了新的信息：斯特灵大学的学生自由活动空间较大，课程安排具有较强的安用性。这个特征给予学生学习更强的自主性与目的性，特别是在就业指导方面，斯特灵大学开设了别具一格的课程。这是国内大学所普通欠缺的，也是值得改变与创新之处。

四、权衡利弊做出决定

斯特灵大学具有一些独特优势的专业，如：水产养殖、体育运动、会计金融专业；而山西大学的优势在于：它是一所综合性大学，各方面兼顾均衡发展。斯特灵大学集中将经费投入于学生服务与校园中心建设；而山西大学的建设是渐进型，逐步扩张。综合各种信息，我们发现深入开设提高山西大学学生适应社会能力的课程对于山西大学的建设与未来发展是大有裨益的。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Zhang Xuan, Undergraduate, Grade 2016,

Student Number: 201600801016

Through this visit to the University of Stirling, I learned a different way of thinking critically than in China, which has benefited me a lot, and hopes that this way of thinking can be applied to the classroom practice of Shanxi University.

Critical thinking, also known as negative thinking, is a way of thinking that forms judgments through analysis of facts. Critical thinking is the key to organizational success. When we face complex tasks or problems, the following capabilities are very important: collect and organize information, create new knowledge, find innovative solutions, and weigh the pros and cons to make decisions. Let us take the example of critical thinking to guide our daily learning.

I. Collect and organize information

Through this exchange project, we strive to collect various types of information from the University of Stirling. From the interaction with the teacher in the classroom, the small group work with classmates, from the campus environment and daily life, from urban buildings and rural scenery, from sports facilities and power supply and water supply ...It also attempts to outline the cultural background, educational philosophy, and teaching methods that Stirling University relies on as a university.

II.Create new knowledge

After a large amount of information is collected, a richer array of combinations is formed in our brain. By comparing the cultural background differences, campus environment differences, and classroom model differences between Shanxi University and University of Stirling, new perspectives and evaluations are derived.

We have found through comparison that Stirling University provides students with twice as many elective courses as Shanxi University, and the social activities are more abundant; the library collection of Stirling University is not as rich as that of Shanxi University, and students are not alone when studying in the library. Instead, they form a study group to discuss and communicate together.

III. Find innovative solutions

Through the collection and comparison of information, we have obtained new information: students of University of Stirling have a large space for free activities, and the curriculum arrangement has a strong safety. This feature gives students greater autonomy and purpose, especially in employment guidance. University of Stirling offers unique courses. This is generally lacking in domestic universities, and it is also worthy of change and innovation.

IV. Weigh the pros and cons to make a decision

The University of Stirling has some unique advantages, such as: aquaculture, sports, accounting and finance; Shanxi University has the advantage that it is a comprehensive university that takes into account all aspects of balanced development. University of Stirling has concentrated its funds on student services and the construction of the campus center; while the construction of Shanxi University is gradually expanded. After synthesizing all kinds of information, we find that in-depth courses to improve students' ability to adapt to society in Shanxi University are of great benefit to the construction and future development of Shanxi University.

How to use critical thinking? a Chinese philosopher put forward the viewpoint of "learning, interrogation, careful thinking, discernment, and perseverance". In modern society, there are many abundant library collections and Internet data, which provides us with extensive learning environment, but for every question, the answer does not always have a certain program standard. In today's environment of China's test-oriented education application template and the pursuit of teaching style, a good university needs to provide students with a more diverse cultural environment and learning and the thinking space in life makes everyone more active and puts good ideas into action.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

董晓睿，2016级本科生，学号：201600801027

目前，越来越多的国内高校把开展中外合作办学项目作为学校建设和发展的一项重要内容。山西大学与斯特灵大学开展中外合作办学，是山西大学紧跟时代潮流的体现，也有利于山西大学在办学模式、教学管理制度、教学方法等方面与国际接轨：

首先，山西大学可以采纳斯特灵大学的教学模式：小班式教学、互动式教学，充分发挥学生在课堂上的能动性，培养学生的批判性思维。

其次，山西大学可以引进斯特灵大学的特色课程：就业指导课程。进一步提高学生的就业技能和就业水平。

最后，注重师资队伍建设，可以选派优秀教师去斯特灵大学进修，并引导和支持教师开展国际科研合作。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Dong Xiaorui, Undergraduate from Grade 2016,

Student Number: 201600801027

At present, more and more colleges and universities in China take the sino-foreign cooperative school-running project as an important content of school construction and development. The sino-foreign cooperation between Shanxi University and University of Stirling is a reflection of keeping up with the trend of the times, and is also conducive to Shanxi University's international integration in school-running mode, teaching management system and teaching methods.

First, Shanxi University could adopt the University of Stirling's teaching model: Small Class Teaching,First of all, University of Stirling can adopt the teaching model of small class teaching model, interactive teaching model, Give full play to students'initiative in class.

Second, Shanxi University could introduce the University of Stirling's Distinctive Curriculum: Personal Development Training. Further improve the employment skills and employment level of students.

Finally, we should pay attention to the construction of the teaching staff and select excellent teachers to go to the University of Stirling for further study. To guide and support teachers to carry out international scientific research cooperation.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

郜琪，2016级本科生，学号：201600801051

山西大学有着悠久的历史，2005年成为省部共建大学，2018年成为“教育部部省合建支持中西部高水平大学”建设高校。法学院人文底蕴深厚，名师英才辈出，始终处在中国法学教育前列，居于山西法学教育的龙头地位。斯特灵大学开放包容，我们在那里学到了许多新的课堂模式和教学模式。课堂教学方面有如下建议：

1.批判性思维。就像斯特灵大学校训“be the difference”一样，教学中也处处体现着批判性思维。批判性思维对于获取新的观点有重要作用，可以引发我们的思考。

2.小组教学模式。我们在斯特灵大学的所有课程基本都以小组的形式完成，在小组中，每个同学都可以发挥自己的优势，发表自己的观点。我们在参与小组讨论的过程中也发现了自己的不足，对知识点有了更为直观和明晰的感受。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Gao Qi, Undergraduate, Grade 2016,

Student Number: 201600801051

Shanxi University has a long history. In 2005, it became a University jointly established by the Ministry of education and the Ministry of education. In 2018, it became a University jointly established by the Ministry of education and the Ministry of education to support the construction of high-level universities in central and Western China. The law school has a profound humanistic background and many famous teachers and talents. It has always been in the forefront of China's legal education and the leading position in Shanxi's legal education. Stirling University is open and inclusive, where we have learned many new classroom models and teaching models. There are some suggestions for classroom teaching.

Critical thinking. Just like the motto "be the difference" of Stirling University, critical thinking is also reflected in teaching. Critical thinking plays an important role in acquiring new ideas and can trigger our thinking.

Group teaching mode. All of our courses at Stirling University are basically completed in groups, in which each student can give full play to his own advantages and express his own views. In the process of participating in the group discussion, we also found our own shortcomings, and had a more intuitive and clear sense of knowledge points.

The cooperation between the two schools will realize the complementary advantages of the two schools and have an important impact on the development of the two schools.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

牛楠，2019级硕士研究生，学号：201931807004

山西大学和斯特灵大学交流项目的一个月很快就过去了，斯特灵大学优美的校园环境和温馨的宿舍都给了我们宾至如归的温暖，但是仍有一些问题出现。

尽管所有的工作人员包括上课的老师都会特别体贴的放慢语速，但是毕竟英语不是我们的母语，加之苏格兰口音，我们无法很快的融入课堂中，从而使得课堂效率大打折扣。所以我认为如果可以在正式的课程开始之前，为学生额外提供一个月的语言班学习，不仅可以帮助交流的学生提前适应在英国的环境，还可以帮助他们提高英语听力和口语。

其次，因为我们在这次交流项目中是单独开班，和当地学生的交流有限，如果可以和当地学生一起学习讨论，在了解当地文化的同时，也可以学习他人的思维方式，可以使同学们的思维更加开阔，同时也有利于更加直接深入的传播我们优秀的传统文化。

最后，因为法律专业课自身难度的存在，加之语言隔阂，会使同学们的学习效果差强人意。所以，如果可以在国内有针对相关法律专业课知识讲解的话，相信同学们的收获可以事半功倍，在学习我国法律知识的同时，还可以对比英国法律，了解差异，取长补短。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Niu Nan, Postgraduate, Grade 2019,

Student Number: 201931807004

A month of exchange programs between Shanxi University and the University of Stirling was soon passed. The beautiful campus environment and warm dormitories in University of Stirling gave us a warm welcome, but there were still some problems.

Although all the staff, including the teachers, are very considerate in slowing down, English is not our first language, and with a Scottish accent, we can not integrate into the classroom quickly, which makes the classroom less efficient. So I think if we could offer an extra month of language classes before the formal classes start, not only would the exchange students be able to adapt to the environment in the UK, it can also help them improve their English listening and speaking.

Secondly, because we have a separate class in this exchange program, we have limited interaction with the local students. If we can study and discuss with the local students, we can learn the thinking ways of others as well as the local culture, students can make the thinking more open, but also conducive to a more direct and in-depth dissemination of our excellent traditional culture.

Finally, the difficulty of the law course itself, together with the language barrier, will make the students study less than satisfactory. Therefore, if there can be for the relevant legal professional course knowledge of the words, I believe that students can get twice the result with half the effort. In the study of our legal knowledge, not only can we compare British law, but also understand the differences.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

王弄潮，2019级硕士研究生，学号：201921807020

一、强化外语的学习与训练

语言是人类最重要的交际工具和思维工具,语言具有传递信息功能,和思维功能,是思维成果的贮存所,也是思维活动的动因和载体.不管是经济发达或者不发达的社会,都离不开语言这个交际工具.语言是联系社会成员的纽带和桥梁,是组成社会必不可少的一个因素,与人们的社会生活密不可分.每个国家或地区都有自己的语言,某一特殊的语言在固定地域使用,与其他不同地域不同语言交流存在障碍，随着全球化的发展,中国与世界其他各国的交流越来越频繁,外语学习也越来越重要。优秀的外语水平能更好地促进学生的发展，学生的就业范围也能够更加广泛。

二、课堂教学模式应该以学生为中心

1.制定合理的培养目标。明确的目标能够为外语人才培养打下坚实的基础。鼓励双语或多语种学习。

2.优化外语人才课程体系设置。课程设置对人才的教育培养具有重要作用，是实现教学目标的有效途径。复合型外语人才课程体系建设要统筹规划、协同融合。复合型外语人才除了熟练的外语表达能力外，还必须具备与未来职场相关的专业技能。外语只是学习国外先进技术或者国际合作交流所需要的一个工具，它需要和具体专业结合起来才有实际应用价值。学校可采取“2+2”分段教学模式--前两年主要培养学生听、说、读、写、译方面的语言技能，夯实语言基础;后两年在外语教学的基础上融入金融、贸易、管理、旅游、商务等相关专业课程。这种“语言知识+专业技能”的复合应用型外语人才培养模式，既能深层次地提高学生的外语知识，又能使学生掌握语言知识以外的专业基础知识，提升学生在人才市场中的竞争力。

3.加强复合型外语教师队伍建设。为适应复合型外语人才的培养，必须提高外语教师队伍的素质与能力。外语教师不仅要提升自身的外语能力，还要关注行业发展动态，不断充实自身。建设复合型师资队伍不能闭门造车，它需要“引进来、走出去”。“引进来”是指从校外、国外引进人才，“走出去”是指各高校立足实际，采用外语学院和政法学院、管理学院、商学院、旅游学院等合作的模式对本校外语教师进行集中培训，以实现语言型教师向专业型教师的转型。

4.改革教育教学方法。高校要改变传统单一传授式教学方式，构建系统的复合型外语教学培养模式。由语言技能型向专业知识型转型，突出学生在人才培养过程中的主体地位，充分发挥学生学习积极性和主动性。此外，要联通校企联合培养模式。单纯依靠高校增设语种，周期长，见效慢。

三、培养学生的自主学习能力

培养自主学习能力是社会发展的需要。面对新世纪的挑战,适应科学技术的飞速发展形势,适应职业转换和知识更新频率加快的要求,一个人仅仅靠在学校学习的知识已远远不够,每个人都必须终身学习,终身学习能力成为一个人必须具备的基本素质。在未来发展中,我们的学习是否具备的基本素质。在未来发展中,我们的学习是否具有竞争力,是否具有巨大潜力,是否具有在信息时代年轻车熟地驾驭知识的本领,从根本上讲,都取决与学生是否具备有终身学习的能力,个问题。我们更清醒地知道在当今知识大爆炸的时代任何教育都不可能将所有人类知识传授给学习者,教育的任务必然要由学生学到的知识转成培养学生学习的能力,培养学生的学习能力是学习的本质。培养自主学习的能力是课程改革的首要目标。因此科学合理的课程设置非常重要，要给予学生更多的自主时间培养自主学习能力。

传统学习方式过分突出和强调接受和掌握,冷落和忽视发现和探索,从而在实践中导致了对学生认识过程的极端处理,使学生学习书本知识变成了仅仅是直接接受书本知识死记硬背书本知识,学生学习成了被动的接受,记忆的过程。这种学习室息人得思维和智慧,推残学生的自主学习兴趣和热情。他不仅不能促进学生的发展,反而成为学生发展的阻力。是把学生建立在人得客观性、受动性、依赖性的一面上,导致了人的主动性、能动性不断地被销蚀。学校的课程安排应该学习西方在早晨的黄金阶段应该尽量少安排课程，在课堂上也要倡导学生主动参与，乐于探究，培养学生搜索处理信息的能力以及交流知识的能力，分析解决问题的能力。

四、专业课程设置及人才培养要有国际视野

《国家中长期教育改革和发展规划纲要（2010-2020年）》明确指出：“坚持以开放促改革、促发展。开展多层次、宽领域的教育交流与合作，提高我国的教育国际化水平。”

第一，要强调国际理解教育，为更好地培养学生的国际素养做准备。基础教育国际化重在培养学生的全球意识、多元文化的理解力，培养学生的好奇心、想象力，以及批判性思维能力、沟通能力与合作能力，培养学生的规则意识。

第二，开展区域国际化探索。倡导基础教育国际化的区域，往往是义务教育全面普及、教育资源实现了初步均衡的区域。进一步走向以质量为核心的义务教育的均衡发展。

第三，基础教育国际化的探索应该是全方位的。主要体现在以下方面：宏观、微观层面政策的国际化导向，建立扩大开放的创新环境；教育质量、教学效率、质量评估等标准的国际化；教师专业素质，教师综合能力的提高；改革课程内容，促进跨文化学习；提高学生动手能力、批判性思维能力。

第四，课程建设与改革是教育国际化的核心。学校不应将引进多少国际课程作为评价是否国际化的唯一标准，要给孩子们更多的多样化选择和国际理解的机会。要以课程改革为突破口，强调国际化课程的现代性和探究性，突出学科前沿知识、交叉内容、新兴学科领域的知识，要重内涵、轻形式。引进的课程要适度整合，不能无底线整建制全盘引入。国家规定的语文、历史、地理、政治等人文学科课程绝不可少。要处理好与统编课程的关系。

第五，把提高教师的国际化素养放在核心地位。教育国际化不仅对学生适应未来合作与竞争的能力提出了新挑战，更多的是对教师提升专业素养提出了新挑战。对学校校长的领导力也提出了挑战：一定要认识到基础教育国际化不能只是个别教师的行为，要全体教师参与。每所学校要有一套系统的培养教师参与国际化课程的方案。

我们要从跨文化的全球视角，深入了解国外培养青少年创造力的实践经验，从而为提升我国青少年创造力提供可靠的依据。还要帮助学生确立新的探索性学习方式，引导学生尽早进入科学研究领域，把学习、生活实践和科学探索紧密结合起来。要高度重视培养学生批判性思维能力，提高学生研究和解决问题的兴趣。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Wang Nongchao, Postgraduate, Grade 2019,

Student Number: 201921807020

I.Strengthen foreign language learning and training

Language is the most important human communication tool and a tool of thinking, language has the function of passing information, and the function of thinking, is the storage of thinking results, is also a thinking activity of the agent and carrier. Whether developed or not developed society, language is inseparable from the communication tools. Language is the link between social members and Bridges, is the essential factor of society, is closely connected with people's social life. Every country or region has its own language, a special language used in a fixed area, different from other regional different language communication obstacles. With the development of globalization, China and other countries of the world As the flow becomes more frequent, foreign language learning becomes more and more important. Excellent foreign language proficiency can better promote the development of students, and the employment scope of students can be more extensive.

II.The classroom teaching mode should be student-centered

1. Set reasonable training objectives. Clear goals can lay a solid foundation for the cultivation of foreign language talents. Bilingual or multilingual learning is encouraged.

2.Optimize the curriculum system for foreign language talents. Curriculum setting plays an important role in the education and cultivation of talents and is an effective way to achieve the teaching objectives. The construction of the curriculum system for compound foreign language talents should be planned and integrated. In addition to the proficiency in foreign language expression, compound foreign language talents must have professional skills related to the future workplace. A foreign language is only a tool needed to learn advanced foreign technology or international cooperation and exchange. Only when it is combined with a specific major can it have practical application value. Schools can adopt the "2+2" segmented teaching mode -- the first two years mainly train students' language skills in listening, speaking, reading, writing and translating, so as to consolidate the language foundation; After two years of foreign language teaching on the basis of finance, trade, management, tourism, business and other related professional courses. This model of "language knowledge + professional skills" can not only improve students' foreign language knowledge deeply, but also enable students to master basic professional knowledge other than language knowledge, so as to enhance students' competitiveness in the talent market.

3.Strengthening the construction of compound foreign language teachers. In order to adapt to the training of compound foreign language talents, it is necessary to improve the quality and ability of foreign language teachers. Foreign language teachers should not only improve their foreign language ability, but also pay attention to the development of the industry and constantly enrich themselves. The construction of a compound teaching staff can not be done behind closed doors, it needs to "bring in, go out". "Bring in" refers to the introduction of talents from outside the university and abroad, while "go out" refers to the centralized training of foreign language teachers in colleges and universities based on the actual situation through the cooperation mode of foreign language schools, school of political science and law, school of management, business school and tourism school, so as to realize the transformation of language teachers to professional teachers.

4.Reform education and teaching methods. Colleges and universities should change the traditional single imparting teaching method and build a systematic comprehensive foreign language teaching and training mode. The transformation from language skills to professional knowledge highlights students' dominant position in the process of talent training and gives full play to students' learning enthusiasm and initiative. In addition, to connect the school-enterprise joint training mode. Simply relying on colleges and universities to add languages, the cycle is long, the effect is slow.

III.Students should be given more time to study independently

It is the need of social development to cultivate the ability of independent learning. Faced with the challenges of the new century, to adapt to the rapid development of science and technology, to adapt to the requirements of career change and accelerated frequency of knowledge update, a person only rely on the knowledge learned in school is far from enough, everyone must lifelong learning, lifelong learning ability has become a person must have the basic quality. In the future development, whether we have the basic quality of learning. In the future development, whether our learning is competitive, whether we have great potential, whether we have the ability to skillfully control knowledge in the information age, fundamentally, depends on whether students have the ability to have lifelong learning, the problem. We are more aware that in today's era of knowledge explosion, no education is possible with human knowledge imparted to learners, the task of education must be transferred from the knowledge acquired by students to the cultivation of students' learning ability to cultivate students' learning ability is the essence of learning. The primary goal of the curriculum reform is to cultivate the ability of independent learning. Therefore, scientific and reasonable curriculum setting is very important to give students more independent time to cultivate their independent learning ability.

Traditional learning style highlight and emphasize too much to accept and grasp, cold and ignore the discovery and exploration, which in practice lead to the extreme in the process of cognition processing to the student, causes the student to learn book knowledge into just directly to book knowledge by rote book knowledge, students' learning become the passive to accept, the process of memory. This kind of study room is full of thinking and wisdom, which pushes students' interest and enthusiasm in independent learning. He can not promote the development of students, but become the resistance to the development of students. It is to build students on the objectivity, passivity and dependence of people, which leads to the erosion of people's initiative and initiative. The school curriculum should be arranged as little as possible in the golden stage of the morning in the west. Students should also be encouraged to take the initiative to participate in the class and be willing to explore. Students' ability to search and process information, communicate knowledge and analyze and solve problems should be cultivated.

IV.the professional curriculum and personnel training should have an international perspective, not be limited to the region

The outline of the national program for medium - and long-term education reform and development (2010-2020) clearly states: "we will promote reform and development through opening-up. We will carry out multi-level and wide-ranging educational exchanges and cooperation to raise the level of education internationalization in China.

First, emphasis should be placed on international understanding education to better prepare students for international literacy. The internationalization of basic education focuses on cultivating students' global consciousness, multicultural understanding, curiosity, imagination, critical thinking ability, communication ability and cooperation ability, and rule awareness.

Second, explore regional internationalization. The regions that advocate the internationalization of basic education are usually those where compulsory education is fully popularized and educational resources are initially balanced. Further toward the quality of the core of the compulsory education of balanced development.

Third, the exploration of basic education internationalization should be omni-directional. It is mainly reflected in the following aspects: the internationalization orientation of macro and micro policies, and the establishment of an open innovation environment; Internationalization of educational quality, teaching efficiency, quality evaluation and other standards; The improvement of teachers' professional quality and comprehensive ability; Reform the curriculum content to promote cross-cultural learning; Improve students' practical ability and critical thinking ability.

Fourth, curriculum construction and reform are the core of education internationalization. Schools should not use the number of international courses introduced as the sole criterion for evaluating internationalization, but should give children more opportunities for diversified choices and international understanding. We should take the curriculum reform as the breakthrough point, emphasize the modernity and inquirability of the international curriculum, highlight the knowledge of frontier subject, cross content and new subject field, and emphasize the connotation and ignore the form. The introduction of the curriculum to moderate integration, not the bottom line of the whole system introduced. There should be no shortage of courses in the humanities such as Chinese, history, geography and politics. To deal with the relationship with the unified curriculum.

Fifth, to improve the international quality of teachers in the core position. The internationalization of education not only poses new challenges to students' ability to adapt to future cooperation and competition, but also to teachers' ability to improve their professional quality. It also poses a challenge to the leadership of school principals: it is important to recognize that the internationalization of basic education is not just the behavior of individual teachers, but the participation of all teachers. Each school should have a systematic program to train teachers to participate in the international curriculum.

关于与斯特灵大学建立并深化合作办学的若 干 建 议

席斌，2019级博士研究生，学号：201811812002

英国高等教育以历史悠久和高质量而闻名于世。得益于先进的教育理念、成熟的现代法学教育制度和丰富的法学教育管理，英国法律成为英美法系法律制度的起源，也造就了大批卓越的法律从业者。通过为期一个月的校际交流与考察，结合自身体会，我就未来我校与斯特灵大学就开展合作办学提供有限的几点意见，仅供参考。

一、强化法律英语和涉外法律课程的教学与学习

此次交流印象最深的莫过于斯特灵大学注重课程设计的国际化和法学知识的实践应用。为便于同该校进行合作对接，我校法学院应当加强法律英语和涉外法律课程的教学与学习。涉外法律人才是指在经济全球化背景下，具有国际视野、通晓国际规则、善于处理涉外法律事务、能够参与国际合作与国际竞争的高端复合型法律人才。

涉外法律人才需要具备两方面的能力：一方面，具有国际视野，能熟练运用外语，能在国际事务中发出自己的声音，并进行有效的交流与谈判，即精通外语；另一方面，通晓国际规则，精通国际谈判，能够参与国际法律事务，维护国家利益。

作为经济共同体的世界各国法律体系各异，为统一法律适用大都选择WTO法律体系及有关国际法。英语是WTO官方语言，国际法很多规则又是借用英美法内容。英美法是法律英语的载体，所以涉外法律事务离不开法律英语，而且英语又是国际通用语（lingua franca）。因此，法律英语的价值和地位上升，是涉外法律工作必须的工具语言，也是涉外法律人才培养的核心。

涉外法律人才即“精英明法”的高端复合型人才。这就决定了涉外法律人才的培养是分阶段、分层次的，法律英语人才归根结底首先是外语人才，是涉外法律人才培养的初、中级阶段，可以从为涉外法律业务提供语言服务起步；在经过后续不同阶段的分层次培养提高之后，方可走上直接从事涉外法律实务的职业轨道。

有教授曾提出，英语学习在整个涉外法律人才培养课程体系的比重不是恒定的，而是根据学生的英语水平和不同教学阶段进行动态调整。一般而言：本科阶段，法学和英语的比重应为4:6；研究生阶段为5:5；实务阶段为6:4。当然法律英语语言固然重要，但同时要清醒认识到其工具属性，不可只盲目看到或夸大语言在涉外法律服务中的作用，扎实系统的涉外法律知识才是捍卫国家政治、经济利益的关键。

二、树立“像律师一样思考”的教育理念

中、英两国法学院在教学方面的最显著区别在于，前者比较注意理论知识的灌输，把大量课堂教学时间花在了背景介绍、概念辨证、法条释义、原理解析、得失臧否等环节；而后者更加重视思维方式的训练，力图从实际问题出发指引学生沿着合理的路径与正确的步骤如同律师真实办案一样展开层 层逻辑推演去探求潜在答案，这就是英国法学院极力推崇的“像律师一样思考”。鼓励学生像律师一样思考，蕴含着授人以鱼不如授人以渔的道理，建立在一个国家的法律制度始终是动态的、发展的、变化的思想基础之上，体现 了教会思路比告知结果更加重要的价值衡量，是一种旨在通过设身处地地模拟实践难题来全面训导学生观察力、分析力、抽象力、推理力、判断力的教育方式。“像律师一样思考”告诉我们学习法律应该 采用律师视角，通过合理地塑造事实、诠释法律、 解读政策来为客户谋取利益最大化，在这个过程中我们要竭尽所能在尊重规则的前提下有创造力地去 为客户设计解决方案，与此同时还必须时刻牢记职 业道德对我们行为的约束。此外，“像律师一样思考” 还暗示着事实比法律更为关键的观念，实际上对于 真实世界里的绝大多数案件而言，能够查明事实真相并用证据证明才是决定一起诉讼成败的胜负手，因此学会像律师一样挖掘事实、整理事实、呈现事实是法学院学生不可忽视的技能，也是在英国法学院里老师辅导学生思考时所极力提醒的。

三、形成浓厚的学习氛围与严格的教学管理模式

斯特灵大学浓厚的学习氛围让人印象深刻，24小时开放的图书馆里永远有人在废寝忘食地埋头苦读，这绝大部分原因应该归功于法学院严格的教学管理，这其中比较典型的是课前预习制度。课堂教学只是法学学习的冰山一角，英国学生为了应付每天上课要花好几倍的时间来进行课前预习。每学期每门课的第一节课上，老师都会给学生发一份课程大纲，详细列明了每次上课之前学生必须提前阅读教科书的页码，而英国法学院是像高中那样同一门课差不多每天都排课的，所以学生们每天都有课前预习任务。而且每天平均上百页的预习材料，可不是拿眼睛看一看就可以了，而是必须精读并摘要，以便参与第二天的课堂讨论。在英国法学院的课堂上，老师基本不讲教科书，也很少演示什么课件，大多数人都是往教室中间一站， 就开始针对昨天布置的预习内容开始提问，或者回答学生提出的问题。所以如果没有提前预习的话，你是完全跟不上教学节奏的。显而易见，课前预习制度不仅有助于提高学生的自主学习能力，帮助学生学会独立思考与养成批判思维，而且也显著提升了课堂教学的效率，让老师与学生之间的互动聚焦于课程的难点。

Suggestions on Establishing and Deepening Cooperation with University of Stirling

Xi Bin, Ph.D. ,Grade 2019,

Student Number: 201911812002

British higher education is known for its long history and high quality. Thanks to advanced education concepts, a mature modern legal education system, and rich legal education management, British law has become the origin of the legal system of the common law system in the United States and has created a large number of outstanding legal practitioners. Through one-month inter-school exchanges and investigations, combined with my own experience, I will provide limited opinions on the future cooperation between our school and the University of Stirling for the purpose of cooperating in running schools for reference only.

I. Strengthening the teaching and learning of legal English and foreign law courses

The deepest impression of this exchange is the internationalization of curriculum design and practical application of legal knowledge of the University of Stirling. In order to facilitate cooperation and docking with the school, our law school should strengthen the teaching and learning of legal English and foreign-related law courses. Foreign-related legal talents refer to high-end composite legal talents with an international perspective, an understanding of international rules, a good handle on foreign-related legal affairs, and the ability to participate in international cooperation and international competition in the context of economic globalization.

Foreign legal talents need to have two abilities: on the one hand, they must have an international perspective, be proficient in using foreign languages, be able to speak their own voice in international affairs, and have effective communication and negotiation, that is, proficient in foreign languages; Rules, proficient in international negotiations, able to participate in international legal affairs, and safeguard national interests.

The economic systems of various countries in the world are different, and most of them choose the WTO legal system and relevant international laws for the unified application of laws. English is the official language of the WTO, and many rules of international law are borrowed from British and American law. Anglo-American law is the carrier of legal English, so foreign-related legal affairs cannot be separated from legal English, and English is an lingua franca. Therefore, the rise of the value and status of legal English is a necessary tool language for foreign-related legal work, and it is also the core of the training of foreign-related legal talents.

Foreign-related legal talents are high-end compound talents of "elite elite law". This determines that the training of foreign-related legal talents is divided into stages and levels. In the final analysis, legal English talents are first of all foreign language talents. They are the initial and intermediate stages of training of foreign-related legal talents. They can start by providing language services for foreign-related legal services. Only after the training at different levels in subsequent stages has been improved can we embark on a career track of directly engaging in foreign-related legal practice.

Some professors have suggested that the proportion of English learning in the entire foreign legal talent training curriculum system is not constant, but is dynamically adjusted according to the students' English level and different teaching stages. In general: the proportion of law and English should be 4: 6 at the undergraduate level, 5: 5 at the graduate level, and 6: 4 at the practical level. Of course, the legal English language is important, but at the same time we must clearly understand its tool properties. We must not just blindly see or exaggerate the role of language in foreign-related legal services. A solid and systematic foreign legal knowledge is the key to defending the country's political and economic interests.

II. Establishing an educational philosophy of "thinking like a lawyer"

The most significant difference in teaching between Chinese and British law schools is that the former pays more attention to the infusion of theoretical knowledge and spends a lot of classroom teaching time on background introduction, concept dialectics, interpretation of laws and regulations, principle analysis, gains and losses, etc .; then The author pays more attention to the training of thinking methods, and tries to guide students from practical problems to follow reasonable paths and correct steps. Like lawyers handling cases, they carry out layers of logical deduction to explore potential answers. This is the "Like a lawyer" thinking mode. Students shall be encouraged to think like lawyers, which contains the principle that teaching people to fish is worse than teaching people to fish. It is based on the idea that the legal system of a country is always dynamic, developing, and changing. A more important value measurement is an education method designed to comprehensively train students' observation, analysis, abstraction, reasoning, and judgment by setting themselves up to simulate practical problems. "Thinking like a lawyer" tells us that studying law should take the perspective of a lawyer, and maximize the benefits for clients by reasonably shaping the facts, interpreting the law, and interpreting policies. In the process, we must do our best to respect the rules creatively design solutions for our customers, while at the same time keeping in mind the constraints of professional ethics on our behavior. In addition, "thinking like a lawyer" also implies the notion that facts are more critical than law. In fact, for the vast majority of cases in the real world, being able to find out the truth and use evidence to prove the success of a lawsuit Losing hands, so learning to dig up facts, organize facts, and present facts like a lawyer is a skill that law school students cannot ignore, and it is also a reminder when teachers in British law schools coach students to think.

III. Forming a strong learning atmosphere and strict teaching management

The strong learning atmosphere of the University of Stirling is impressive. Someone in the library that is open 24 hours will always study hard in abandoned places. Most of the reasons should be attributed to the strict teaching management of the law school. The most typical one is preview system before the class. Classroom teaching is just the tip of the iceberg of law studies. British students spend several times a day preparing for class in order to cope with the daily class. In the first class of each class each semester, the teacher will send a syllabus to the students, detailing that the students must read the page number of the textbook in advance before each class, while the English law school is almost the same as the high school classes are scheduled every day, so students have daily preview tasks before class. And an average of hundreds of pages of preview material every day, it is not just a matter of looking at it with eyes, but it must be read and summarized in order to participate in the classroom discussion the next day. In the classroom of the British Law School, the teacher basically does not teach textbooks and rarely demonstrates any courseware. Most people stop in the middle of the classroom and start asking questions about the preview content arranged yesterday, or answering questions raised by students. So if you do not preview in advance, you will not be able to keep up with the pace of teaching. Obviously, the pre-learning system not only helps to improve students' autonomous learning ability, helps students learn to think independently and develop critical thinking, but also significantly improves the efficiency of classroom teaching, allowing the interaction between teachers and students to focus on the difficulty.