| The strong social demand for legal professional talents requires the corresponding change of the existing system of teaching evaluation, with reforming the traditional legal education mode in the meantime. As one important part of reforming traditional legal education, introducing clinical legal education requests us to reform the existing teaching evaluation system based on its own essential features, and localizes clinical legal education, in order to promote the development of the China’s clinical legal education more effectively. This paper will summarize the teaching evaluation’s characteristics of clinical legal education on the base of its theoretical analysis for this reason, and then, finds out the specific problems of the clinical legal education teaching evaluation field from the viewpoint of meta-evaluation, and comes up with the corresponding countermeasures and suggestions.This essay is made up of four parts. The first part is foreword, mainly introduces research background, research thinking and research methods of teaching evaluation of clinical legal education. The second part is the summary of the relating basic theory. It defines the related concepts of teaching evaluation of clinical legal education by comparative analysis, and generalizes the theoretical connotations of teaching evaluation of clinical legal education by analyzing the theory of teaching evaluation, meanwhile, demonstrates the theoretical basis of teaching evaluation of clinical legal education from the viewpoints of axiology and system theory. Part three is focused on the study of essential features of teaching evaluation of clinical legal education teaching evaluation on the base of introducing the theoretic achievements in the research field of vocational education. The fourth part mainly evaluates the existing teaching evaluation system of clinical legal education from the viewpoint of meta-evaluation, points out the deficiencies and defects, and provides the corresponding countermeasures. |
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