立足于教改实践,通过对不同教学班级的不同教学设计,分析学习环境的运作及其对学生学习效果所起的作用,提出教学中评价标准和学生学习预设的不同,会导致对学生学习效果的不同评价结论。对于学习效果的发生而言,老师的导引作用最为关键,既要创设学习环境、设计出匹配概念知识点的学生自主学习任务,更要深入学生自主学习过程根据学生的专业水平动态把握住学习方向,使学生能自己走向“正确”答案。以法学应用能力培养为导向的教改,对老师的专业能力和教学技能都提出了更高的要求,教师也在教学过程中得到了明显地成长。 Based on the practice of teaching reform, through different teaching design of different teaching classes, analyzing the operation of learning environment and its effect on the learning effect of students, this paper puts forward the difference between teaching evaluation criteria and students’ learning preconditions, Different evaluation conclusions. For the learning effect occurs, the teacher’s guiding role is the most important. It is necessary to create a learning environment, to design students to learn the task of matching the concept of knowledge points, but also to deepen the process of independent learning based on the students’ professional level dynamic grasp of learning Directions, so that students can go their own “correct ” answer. The education reform guided by law application ability raise higher requirements on the teachers’ professional ability and teaching skills, and the teachers have obviously grown in the teaching process.