通識法律課程的授課內容，往往無法使用傳統法律學系中專業法律分工的框架，通識課程教師需提供跨越法律規範領域的整合型資訊。本文以坊間通識法律教科書與專業法律教科書中，涉及交通車禍案件部分進行分析比較，分別觀察兩者課程內容上的異同，試圖探尋出通識法律課程與專業法律課程內容上的分際。在通識法律教材中，本文歸納認為案例內容可分為三類：有考試解題導向型、引導教學型、生活與法律專業整合型等三種類型案例。專業法律課程書籍則因法律領域分工細緻，交通車禍案例所涉及法律規範內容，通常分散於刑法、民法或行政法領域中，著重系統化深入介紹理論、法律構成要件、學說實務見解，甚至在考試及審判實務引領下，案例分析結論易走向單一觀點。本文認為通識法律課程與專業法律課程雖然在教材與課程內容上，呈現不同面貌，兩者仍然具有相輔相成的功能。輔以近期廣為推行的翻轉教室理念，專業法律課程中各家學說見解、法院實務爭議，即可作為通識法律課程多元觀點與進階內容的補充，並以其作為通識課程中延伸教材或課程分組活動內容，幫助修習通識課程的學生，反思法律規範合理性與增進省思社會制度思維，以及有效解決生活中法律紛爭。

In general legal education courses, it’s hard to use traditional chapters of legal textbook. Teachers have to provide much more integrated information for students. In order to find out the boundary of two kinds of legal education, I would like focus on the traffic accident cases in the textbooks and analysis the differences between professional legal education and general legal education. According to my observation, there are three models of cases in legal textbook of general education. The first model is made for examination .The second one is made for guiding the teaching, and the last one is to integrate laws with facts in life. Although, there are some differences between professional legal education and general education in the textbooks .In my opinion, they are still complementary at general education courses. Professional legal textbooks can be used to help teachers to supply multiple views in legal proceedings and enrich the activities in general education. They could help students to review the laws in our country and solve their legal problems effectively.