Design of Curriculum for Development of Legal Practice Competence in Financial Law and Regulation Courses

Finance law and regulation is a required core course of higher vocational finance majors. Whether financial law and regulation instruction design can achieve the purpose of improving students' financial legal literacy and professional practice ability greatly depends on whether it has appropriate instructional design strategies. Taking loan contract legal system as an example, starting from the three aspects of constructivist learning theory, situational cognition theory, and ideological-political curriculum (kecheng sizheng) construction, by means of systematic diagnosis method, four kinds of instructional structural defects existing in today’s financial law and regulation courses have been found. Firstly, there is a lack of coherent connection between teaching content and professional practice. Secondly, teachers dominate most of the teaching activities instead of letting students engage fully. Thirdly, the whole process evaluation pays more attention to results but neglects practitioners’ abilities. Fourthly, the ideological-political curriculum construction is still very weak because it cannot be deeply integrated into every aspect of teaching activities. To solve these problems, this paper tries to build up a tripartite instructional design framework of integrating law knowledge, vocational situation and value shaping together. Theoretical reasoning and experimental evidence indicate that if finance law and regulation courses could put real financial legal cases as organizing threads of teaching contents, use Problem-based Learning (PBL) and Flipped Classroom Model in combination as teaching methods, establish multi-dimensional evaluation system consisting of process evaluation and terminal evaluation parts simultaneously, students’ legal practice ability will surely improve and their own contractual spirit will also grow up.