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1.
分析了新时期德育工作实效性不强问题出现的原因,提出了“做为人师表的表率,起好示范带头作用”、“走进学生的心灵世界,进行师生间精神对话”、“加强班级文化建设,铸造班级灵魂”等三个方面的做法,以提高德育工作的实效性。 相似文献
2.
蒋勇 《福建工程学院学报》2023,(2):174-180
用“中国话语”构建本土工程伦理教育体系是传统科技思想价值反映的重要方面。“以道驭术”科技思想的价值可以由当代工程伦理教育的需求决定。“价值映射”为建立“需求”和“价值”间的决定性关系提供指向性表征。定义“以道驭术”思想元素构成的“供给集”以及工程伦理教育需求元素构成的“需求集”,分析“道德跃迁”对应法则,验证了两集合之间“价值映射”关系的合理性。“价值映射”的作用在于将“个人品德修养、共同体间关系协调、人与自然和谐相处”的“中华传统元素”融入当代中国工程伦理教育,发挥工程伦理教育在中国话语体系下的显性功能,即立足优秀传统思想和中国实际,使中国高校工程伦理教育为有效解决中国本土问题提供人才支持。 相似文献
3.
中国“修身”的道德教育思想有注重外在规范与行为养成的传统,同时内在蕴含“修心”的思路。中国文化中的“心”概念与西方哲学对认知与理性的强调相对,表现出明显的情感取向,是人之为人的本质所在。心作为内在意义世界,标画出人的道德意义系统,该意义世界和意义系统具有在世品格与开放自主性。从这一心概念出发,中国传统道德教育思想的内在理路可以被概括为“以心观心”。“以心观心”的内在理路是:首先引导人从心的角度观照道心和他心,从而进入道德意义系统;以前者为前提,指引人从我心走向道心和他心,并在这一行动过程中进一步体认道德意义,如此循环往复,不断充实意义世界,共创和谐美善的人间。 相似文献
4.
李宇杰 《佳木斯教育学院学报》2012,(5):37-38
近年来,公民教育在我国越来越受到重视,如何培养社会发展需要的独立民主精神,提高公民的法律意识和道德意识,增强公民的政治参与能力已成为我国思想政治教育的重要课题。本文从公民与公民教育入手,总结归纳了美国公民教育的核心理念和培养途径,重在解决我国思想政治教育在现实中面临的现状和遇到的难题,为我国的思想政治教育引入公民教育理念进行教育改革提供有益启示。 相似文献
5.
Cheng-Yu Hung 《Asia Pacific Journal of Education》2015,35(2):176-190
Confucianism, long regarded as the key philosophy on personal character-building and interpersonal relations in Chinese society, used to be pivotal to citizenship education in Taiwan, but that has changed in the last 20 years. In the wake of democratization in the late 1980s, growing liberalism and pluralism in Taiwanese society prompted the authorities to widen the scope of the school curriculum to include a diversity of cultures and thus the influence of this ancient Chinese philosophy began to fade away. The new citizenship curriculum, introduced in 2010, is no longer structured around Confucian moral guidance, but has instead embraced pluralism. Confucianism, from the perspective of those Taiwanese citizenship curriculum designers who were interviewed, hinders the formation of civil society due to its overly strong emphasis on familial kinship and “sovereign-subject” paternalism. Engulfed by Confucian moral principles, the critical and reflective competence of the individual often fails to develop. The new citizenship programme therefore attempts to counter the emphasis on fostering “obedient citizens” under monolithic Confucian doctrines and envisions a resilient civil society open to pluralistic voices. 相似文献
6.
香港发生的非法“占领中环”和“反修例”风波,让我们不得不重新认识香港推行国民教育的必要性和紧迫性。香港的国民教育不仅要重视以文化为核心的中华民族认同教育,也要强调以宪法和基本法为核心的制度认同教育,还要加大国民教育中的历史认同比重,确保香港青少年能够对祖国的历史形成正确认知,增强国家责任感与民族归属感。通过对香港国民教育进行政策切入研究,梳理其发展脉络,辨析香港现行国民教育的缺失,并结合我国提出的“立德树人系统化落实机制”,从依法治教原则、中国特色社会主义教育督导体制机制、问责纠偏意识、特色“主题教育”、多元主体合力等多角度提出应对香港当前国民教育困境的建议。 相似文献
7.
从我国疫情发生的频率和此次新冠肺炎疫情造成的严重后果来看,后疫情时代"食育"已不是个人"私事",而成为牵涉到公共利益与安全的"公事"。长期以来,国人存在不良的饮食习惯和饮食文化,缺少对大自然生态平衡的维护。基于教育制度学独特视角,有必要去思考中国现有的"食育"制度是否真正贯彻落实到国民的教育过程中,在这个提倡"五育融合"的教育新时代,更有必要将"食育"与德智体美劳教育贯通起来,培养有高度生命意识和尊重自然规律的时代新人。 相似文献
8.
Suvi Jokila 《Asia Pacific Journal of Education》2015,35(1):125-139
The aim of this paper is to explore Appadurai's ideas of global cultural flows in the context of the internationalization of higher education in China. Studies on the internationalization of higher education have increased with the expansion of international activities on university campuses; however, more theoretical analysis in the field is necessary, especially in less studied and rapidly developing countries such as China. Appadurai's theorization may provide new insights into the field because of its background in the changes transforming international student flows: intensified migration and mass mediation. The research data of the paper consist of previous literature and statistical data. The paper focuses first on analysing the general ideas of Appadurai's model and second on one of the scapes of the model, the ideoscape. The paper suggests that Appadurai's ideas of global cultural flows, when expanded through further research and theorization, provide a heuristic framework for analysing the internationalization of higher education in China. The continuing significance of the nation state and the locality of international actions characterize the internationalization of higher education. Furthermore, the ideoscape of the internationalization of higher education has widened because the volume and the range of activities at universities have expanded. 相似文献
9.
In late 2013 a new curriculum for Civics and Citizenship education was published by the Australian Curriculum and Assessment Reporting Authority for use in Australian schools. In line with previous curricular initiatives concerning education for citizenship in Australia a key rationale behind the new subject is the education of “active citizens”. Research evidence over the last 25 years paints a mixed picture regarding the extent to which the translation of policy intent has been successfully implemented within Australian schools. Exploring the new subject of Civics and Citizenship in Australia in the context of previous initiatives and existing research evidence, we explore the contested and complex nature of active citizenship around three key issues – the scope and form of action that constitutes citizenship in one’s communities, how young people themselves conceptualize and experience participation, the potential that active citizenship opportunities are interpreted as being synonymous with the use of active teaching and learning methods. On this basis we argue that the new curriculum provides some optimism for those committed to education for citizenship in Australian schools, but that this optimism needs to be tempered with a degree of caution. 相似文献
10.
Ivan Luk&#x;ik 《European Journal of Education》2019,54(3):457-470
Decreasing levels of civic participation and political engagement are generating an interest in citizenship and citizenship education. New forms of citizenship education which go beyond traditional instruction on political institutions are being sought, such as “democratic citizenship education”, “education of, for and through democracy” and “teaching democracy”. One area which has been little investigated is primary school teachers and citizenship education. This article reports on questionnaire‐based research among Slovak teachers that shows great variety in the focus of citizenship education. Teachers emphasised national pride as well as multicultural, global, regional and human rights aspects and the common good of an entity. The connections between teacher focus on citizenship education, the curricular framework, models of citizenship education and generational differences are all discussed. 相似文献
11.
The growing literature on the gendering of citizenship and citizenship education highlights that western notions of ‘citizenship’ have often been framed in a way that implicitly excludes women. At the same time, insofar as feminist writers have addressed citizenship, they have tended to see it in largely local and national terms. While feminist literature has laid the groundwork for understanding how schools have shaped and structured a gendered citizenry, there is a lack of large-scale quantitative data which might allow us to explore the intersection between gender and global citizenship education. Drawing on a large-scale quantitative study on development education/global citizenship education in second-level schools, the data presented here suggest that emergent notions of global citizenship are being gendered in schools. The data suggest that girls’ schools are more likely than other types of schools to emphasise a sense of responsibility for, and an analysis of, global inequalities, while differences also emerge between boys’ schools and co-educational schools. 相似文献
12.
《Asia Pacific Journal of Education》2012,32(4):498-517
Globalization and the knowledge economy have opened up worldwide agendas for national development. Following this is the emphasis on the social dimension, otherwise known as social capital. Much of social capital includes “soft skills” and “twenty-first century skills”, which broadly cover critical, creative and inventive thinking; information, interactive and communication skills; civic literacy, global awareness and cross-cultural skills. Proactively, the Singapore government is preparing for Curriculum 2015, a new curriculum that would develop student attributes, embedded in the “confident person”, “self-directed learner”, “active contributor”, and “concerned citizen”. Significantly, a new curricular initiative, Character and Citizenship Education, emphasizes the integrative nature of citizenship and twenty-first century competencies and has been implemented in all schools in Singapore from 2011. This future-oriented approach to citizenship education emphasizes the significance of individual initiatives and the intellectual capital of citizens. This paper analyses features of this particular approach to citizenship education, and its strengths and significance, which may be viewed as an integrative “total curriculum approach” with a “whole-society” perspective. In addition, the challenges of teaching twenty-first century skills will also be highlighted. This departs from the conventional paradigm of socialization, but to help students develop attributes for a future society to come. 相似文献
13.
Abstract The current public concern about radicalization and extremism challenges philosophers and particularly philosophers of education to explore questions such as “Why do adolescents with strong ideas transgress?” and “What can we do about it?” The first question can be addressed by examining the role of their passionate commitment to their ideals as well as how this passion manifests in their pursuit of these ideals. The second question refers to the role of education in orienting and directing young people’s passionate attachment to and pursuit of ideals. In this essay, Stijn M.A. Sieckelinck and Doret J. de Ruyter argue that educating children to become reasonably passionate about ideals is a justifiable, and in fact an important, educational aim. This educational aim rests upon the notion that people take a rational, moral, and prudent stance toward their ideals and that they pursue their ideals in a way limited (yet also enabled) by rational, moral, and prudent considerations. While extremism is not likely to be defeated by educational efforts only, democratic citizenship demands urgent educational attention to young people’s passion for ideals. 相似文献
14.
张礼永 《宁波大学学报(教育科学版)》2013,(2):14-17
对于道德教育,杜威主张“间接的”,学生自治是这种理论的一大体现;同时它还符合美国当时的社会运动及政治主张,带有鲜明的美国色彩;此外,这种制度还能收获学生管理方面的便利。“五四”以后,杜威来华曾亲自传布,受潮流的激荡,风行一时,各级学校大都设有学生自治组织,然而最终却有些水土不服。因为没有自治习惯的学生,骤然得到了自治权,反生出许多无谓的是非,教师也没有相应的经验加以指导。今日的学校教育,寄希望于“直接的道德教学”来培养学生的自治能力,困难颇大、且成效不显。历史的经验,值得深思,但须注意防止流弊,而且更应追求其精神,而不必苛求其形式。 相似文献
15.
AbstractGeneral education is a subject with rich contents and that is highly contested in the field of higher education studies. It has been highly praised for its core concepts such as broad educational targets, liberating educational objectives, and balanced educational content. Looking back at the course of general education in China over the past 20 years we can find “top-down” cultural quality education (文化素质教育) and “bottom-up” general education (通识教育) have formed two stages with clear “characteristics,” with the first decade being mainly cultural quality education, and the most recent decade having had general education gradually enter the mainstream and reveal native qualityistics. This change has led the practice of general education to turn from being government led to university autonomy, and also reflects the increasing depth of Chinese exploration into general education. China’s practice of general education still faces problems with integrating major-based professional education and general education, and must adopt suitable solutions. 相似文献
16.
Duck‐Joo Kwak 《Educational theory》2010,60(4):405-417
In this essay Duck‐Joo Kwak explores a moral perfectionist approach to citizenship education, which is distinct from liberal and communitarian models. One of educational challenges to this approach is how to cultivate our students' sense of membership, which is shaped by a thick sense of the good life, while being not merely compatible with but open to the pluralist perspective. Kwak maintains that what is required for this form of membership to society or community is our future citizens' ability to engage in highly self‐reflexive philosophical reflection on the human condition; such reflection gives them the skills necessary to live up to the tension between different selves of diverse origins or within a divided self. Examining Stanley Cavell's view of political education as an exemplar of the moral perfectionist approach to citizenship education, Kwak shows how the practice of his ordinary language philosophy can be a good way to cultivate this ability by teaching us how to “speak for others” by way of “speaking for oneself.” 相似文献
17.
Greg William Misiaszek 《Educational Philosophy and Theory》2018,50(12):1133-1143
As a full-time foreign faculty member in the Chinese Normal university system for the past five years, I analyze the contested terrain of being a critical, Freirean educator/researcher as an insider and outsider of Chinese and Western academic systems and societies overall. This autobiographical analysis is within the contexts of China’s academic focus on raising their global higher education rankings, along with self-reflectivity of my own multiple, often-conflicting identities and Western-centric Orientalism, theorized by Edward Said, in my legitimization of academic work. The following themes are analyzed through critical and Freirean frameworks: pursuit for top rankings coinciding and conflicting with scholarship breadth and depth, academic freedom, and politics of education; constructs of “harmony” that grounds teaching and research; and select pedagogical commonalities and differences between the East, the Global South, and the West. The article delves into preconceptions, including my own, on what is “worthy” academics from China, “the East”, “the West”, and the “Global South” with self-reflectivity of problematizing such terminology that covers such immense diversity in all aspects of contexts, including education which underscores the very problems with rankings, especially global rankings which are often Western-centric. All themes will be analyzed within my own, conflicting insider-ness and outsider-ness. 相似文献
18.
道德教育为公民教育的一个分支领域,它于晚近一些时候在欧洲大陆兴起,以法国为主要发起国。19世纪以来,西方社会由传统农业社会向现代工业社会转变。在此过程中,旧的道德规范未能及时跟进,并建立与之相适应的新的价值理念,出现了道德真空,导致社会失范。涂尔干开出道德教育的药方,以此重建法国的道德秩序。法国教育部颁布《费里法案》,以官方形式推行涂尔干的思想。结合中国的具体语境,当前中国也处于社会转型期,物质文明上升到新的台阶,精神文明没能与物质文明同步协调发展,道德失范事件频发。涂尔干的道德教育思想对于当前中国以马克思主义占据主导地位的思想体系具有启示意义。围绕这个问题,对加拿大蒙特利尔大学社会学荣休教授马塞尔·福尼耶进行访谈。 相似文献
19.
为切实提升大学生公民素养,大陆高校积极探索各种有力措施对其进行培育和引导。根据台湾东南科技大学实施的融渗式教学,探索台湾地区融渗式教学的开展背景、主要特征及基本做法。在特征分析和实践探索的基础上,获得以下几个方面的启示:加强顶层设计,构建学生公民素养教育的融渗教育体系;凝聚教师共识,推进学生公民素养教育的融渗教育实施;树立“以生为本”理念,深化学生公民素养教育的融渗教育活动。 相似文献
20.
范国盛 《宁波大学学报(教育科学版)》2020,(2):61-067
朱熹和王阳明都非常重视蒙养教育,在蒙养教育观上,既有相同点,也有不同点,相同点体现在:重视德行教育、重视教学的刚性和规范性、读书贵在精熟、德育与日常生活融合。不同点体现在:朱、王的蒙养教育观分别体现了“道问学”和“致良知”的不同学术旨趣。在当今时代背景下,比较二者蒙养教育观的异同,认取传统教育价值,一是重视立德树人;二是培养学生的自律精神;三是教育要与儿童的日常生活打成一片,由近及远,循序渐进地进行。 相似文献