The Method of Solving Criminalistic Tasks in Practice-Oriented Training of Future Lawyers

Abstract

The article investigates the problems of searching new methodological approaches to teaching law students in the context of higher education reform. One of the reform goals is the transition to practice-oriented training of students, which involves the use of appropriate methodological tools. Various approaches to defining the content of practice-oriented training and its methods are analyzed, the conclusion is made on the relationship of the concepts of passive, active and interactive teaching methods. The problem of correlation between the concepts of algorithmic and problem training is considered on the example of the method of solving forensic problems. Having identified the features of criminalistic incidents (situations) the author proposes to include typical forensic tasks in teaching criminology. Their solution is based on assimilation of knowledge, memorizing algorithms. Typical tasks compensate for the lack of students’ practical experience necessary to resolve forensic incidents of a certain type. The article deals with some types of situational tasks that have a higher level of complexity. The author concludes that it is necessary to use various forms and methods of training in their reasonable combination, which is determined by the specifics of the discipline, the level of training of students, and the methodical purpose.