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1.
公民的根本问题是公民身份问题,界定公民概念的内涵必须基于对公民身份的探讨,而公民身份与国家之间具有"结构二重性"。在我国社会转型期,公民身份研究的核心是如何建构我国公民身份认同的过程。公民身份认同可以分为公民自我角色意识的认同、公民社会行为的认同和公民制度的认同,公民在建构自身身份认同的同时完成了国家认同,并通过履行公民行为促进社会制度的完善和发展。从建构公民身份认同的角度出发,公民教育应该是在基于公民身份的教育制度中,去建构积极公民身份认同的教育。 相似文献
2.
社会科课程是世界许多国家实施学校公民教育的重要课程。澳大利亚社会科课程的发展经历了作为公民教育课程的引进、公民教育目的的弱化、公民教育目的的重新确立和不断完善四个阶段;与之对应,澳大利亚公民教育也历经了发展、荒废、复兴和全面发展的路程。澳大利亚社会科课程与公民教育的嬗变例证了社会科课程与公民教育之间的相互依存关系。 相似文献
3.
社会科是当今世界许多国家实施学校公民教育的重要课程。澳大利亚社会科课程的发展经历了引进、弱化、重新确立、不断完善四个阶段。与之对应,澳大利亚公民教育也历经了发展、荒废、复兴和全面发展的历程。澳大利亚社会科课程与公民教育的嬗变例证了社会科与公民教育之间的相互依存关系。 相似文献
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本文剖析了香港于回归前后公民教育的发展.因受前殖民地教育的影响,回归初期,香港中小学生的建构新国民身份教育进展不大;近年特区政府逐步加强推行公民教育.作为一个国际城市,在全球化的情境中,香港学校要以全球、国家和本土等三个层次向学生推行公民教育,以应对学生的需要. 相似文献
6.
通过开展公民教育实践活动,农村小学生的公民意识逐步得到启蒙和张扬,越发听到他们以小公民身份参与社会公共活动发出的声音。 相似文献
7.
公民身份是现代社会人们处理相互关系的身份基础,是和谐社会社会成员的基本身份。公民教育作为社会的公共事务,是发展公民人格、实现优良公共生活的必要政治制度安排。国家和社会肩负着培养合格公民的责任,国家应该通过开放公共生活、扩大公共交往和公共参与等方式,发展公民教育,培养公民人格。 相似文献
8.
澳大利亚公民教育评价：背景、框架及启示 总被引：1，自引：0，他引：1
从2004年10月开始,澳大利亚每三年对公民教育进行一次全国评价。澳大利亚公民教育评价依据《共同和一致的学校教育国家目标》监控和报告学生成绩。相关组织制定了评价的基本原则和详细范围,并提供针对评价的教师培训。公民教育的全面性要求公民教育评价的整合性,针对性的教师培训关系公民教育评价的成败,有效的公民教育评价会促进对公民教育实践的反思和深化,这是澳大利亚公民教育评价给我们的启示。 相似文献
9.
"公民身份"认同是超越民族、国家认同的一种更具价值的情感体验。由于受我国历史传统因素的影响,加上目前全球性问题突显,各国公民的身份认同问题正遭遇前所未有的危机。在我国朝向现代民主社会发展的进程中,应把培养现代公民作为一切教育的重要目标,同时把公民身份的认同从初级身份认同上升为政治性集体认同,加强公民权利意识的培养,成为我国公民教育的重要任务。 相似文献
10.
《思想理论教育(上半月综合版)》2010,(14):95-95
澳大利亚进行了为期八年的公民教育课程改革——＂发现民主＂计划。在公民学教育小组的指导下,澳大利亚联邦的课程资料开发机构——课程公司在1997年制订了公民教育课程框架,并着手开发支持框架的资料。 相似文献
11.
Jerry J. Wilson James Sadler Noah Cohen-Vogel Connor Willis 《Peabody Journal of Education》2019,94(1):48-62
Across the country, states are considering policies that support civic learning among youth. Recent initiatives at the state level have changed graduation requirements and state assessments around high school civics. These initiatives can be grouped into three types: coursework, assessments, and accountability. The first type, coursework, refers to whether a state’s graduation requirements include a course in civics. The second, assessments, encompasses state requirements that students be assessed on civics or citizenship education. The third type, accountability, refers to whether a state’s accountability system includes state assessments in civics or citizenship education. The purpose of this study is threefold: (1) to describe state policies in civics education and the variation in them among the American states, (2) to document the changes in state policies between 2004 and 2016, and (3) to help unpack the reasons behind changes to civics education policy among the American states. We find considerable variation in civics education policies across states, as well as substantial changes within states over time. Using event history analysis, we exploit the variation to examine the extent to which political, economic, and demographic factors inside a state as well as the actions of neighboring or regional states condition adoption of assessment policies. We find evidence that the proportion of Hispanic and black populations in a state are positively associated with adoption and discuss implications and areas for future research. 相似文献
12.
Tiffany Mary Jones 《Educational Research for Policy and Practice》2009,8(1):35-57
In the past, many Australian state schools avoided teaching about values explicitly. However, the Australian government released
Australia’s first official values education policy in 2005: the National Framework for Values Education in Australian Schools (NFVEAS). This framework represents a local manifestation of the recent international values education movement. This study
contributes to an exploration of what, and who, the government’s construction of Australian values privileges. It uncovered
the dominant discourses inherent in the framework through a critical discourse analysis, framing it in relation to the 16
key values education approaches identified in the literature. The data revealed the document’s strong privileging of conservative
values education discourses, particularly civics and citizenship education, values inculcation and character education. In
practice, some Australian schools have been disrupting this move to conservatism by taking more critical and postmodern approaches.
The paper argues for such alternative practices and policy that is more diversified and student-centred. 相似文献
13.
Kerry J. Kennedy Simon Jimenez Di Mayer Suzanne Mellor Janet Smith 《Asia Pacific Education Review》2002,3(1):69-82
Civic education has been a priority for many countries in the Asia Pacific region over the past decade. Governments of different
persuasions have recognized the need to provide stability and cohesion in their societies. This has been particularly so at
a time when globalization and other forces threaten to fragment the nation state and co-opt its citizens into broader realms
of allegiance and commitment.
Policy makers have not been slow to come up with new directions for civic education in the school curriculum and the literature
now abounds with examples from different countries. Yet missing from this flurry of policy development has been recognition
of the role that teachers play in constructing civic education programs at the school level. In the end, it is teachers in
classrooms who determine how centralized polices are understood and implemented.
Drawing on a sample of Australian teachers, the purpose of this paper is to highlight the role that teachers play in constructing
and reconstructing civic education policy in schools and classrooms. Interviews conducted with teachers in four Australian
States/Territories have revealed that teachers ’ personal views of civics are more likely to influence them than external
policies, their focus is more on citizenship than formal civics programs and that they are reluctant to develop programs where
civic knowledge is formalized and disciplined based.
The research reported in this paper was funded by the Australian Research Council (ARC). The views expressed are those of
the authors and not the ARC. 相似文献
14.
This study investigates learning about civics and citizenship throughout individuals' lives (lifelong) and across various pedagogical settings (lifewide). A basic hypothesis is that civics teachers, among all social actors, are particularly well positioned for engaging in this type of introspective exercise because they are both familiar with civics and politics and also with teaching and learning processes. The lifelong civic learning of civics teachers was examined in the different settings in which they acquire their knowledge, values, skills and ideological frameworks, and to understand the relative weight of each one in their overall learning process. This study also coincides with the implementation of a new provincial civics course for grade 10 students in Ontario, Canada during the 2000–1 school year. This case study consists of interviews with 15 social studies teachers who have taught the new civics course in Ontario. One of the clearest findings of the study is the powerful influence of the experience of teaching and of early family socialization on the acquisition of civic knowledge, skills and values, and on the development of political beliefs. Civic engagement and political participation were also considered an important source of civic learning, particularly in relation to the acquisition of civic and political skills. This is a finding that deserves further exploration, because our understanding of social movement learning remains limited. The findings suggest the promotion of lifelong citizenship learning entails the creation and nurturing of inclusive democratic spaces that have particularly high civic educational potential. 相似文献
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Governments, international organizations and academics have, in recent decades, expressed a sense of crisis in the practice of democracy based largely upon increasing levels of disengagement by citizens from even the most basic elements of civic life. One response has been to devise civics and citizenship education curricula for schools with the concomitant expectations of enhanced civic practice. Our examination of citizenship education programs has revealed considerable variation from country to country in the degree of success achieved in the design, development and implementation of programs. This paper examines recent developments in citizenship education in four leading Western democracies – Australia, Canada, England and the USA; each one with its own particular successes and shortcomings. It identifies several factors associated with the successful building of curriculum capacity for citizenship education and argues that these are fundamental for countries wishing to move beyond rhetoric and toward substance in citizenship education. 相似文献
17.
Chiho Mori 《Asia Pacific Journal of Education》2015,35(2):153-175
This article discusses the types of citizenship education that are included in a sample of Japanese junior high school civics textbooks. Seven civics textbooks that have been authorized by the Ministry of Education for use in junior high school from the 2012 academic year were analysed in the context of fundamental issues in citizenship education and the national curriculum guidelines in Japan. In contrast to some previously published research, it is argued that the textbooks encourage, to a limited extent, active, participatory approaches by students with exercises and practical tasks to help students develop skills and gain the understanding required to live in contemporary society. It is suggested that the textbooks place some limitations on active learning especially in relation to students' political participation and that they reflect the struggle Japan is experiencing in the search for an inclusive national identity. Further work may serve to clarify the nature of potential contributions to citizenship education including that associated with students' involvement in whole school issues. 相似文献
18.
从政治的角度而言,现代化进程就是现代国家建构的过程,亦即民族国家建构和民主国家建构的过程。民族国家建构需要公民教育,通过培养公民的民族认同来对分散的社会加以整合。公民教育则通过与公民教育直接相关的公民科等学科的教学以及民族语言和民族历史的教学实现这种整合功能。民主国家建构,不仅意味着民主制度的建立与完善,而且还包含着民主观念的传播与民主意识的塑造。公民教育则通过公民科等学科的直接教学和课外实践、社区参与等途径,实现其民主化功能。各国公民教育的功能取向取决于各自现代化过程中民族国家建构与民主国家建构之间的关系演变。 相似文献
19.
In this article we describe the background to the recent development of citizenship education in Australia, Canada and England and then, following an account of our methods, discuss issues arising from an analysis of a sample of textbooks from these countries. We suggest that the current policies to introduce versions of citizenship education have emerged in these countries in the context of diverse challenges to the legitimacy of the nation state. We argue, generally, that all three countries tend, in the textbooks we have examined, to emphasize forms of citizenship education that may submerge citizen empowerment under essentially orthodox agendas. We see differences in textbooks between and within the three countries but argue that, despite many exceptions, we are able to characterize textbooks in Ontario, Canada as education in civics (provision of information about formal public institutions), those in England as education for citizenship (a broad‐based promotion of socially useful qualities) and those in Australia as social studies (societal understanding that emerges from the development of critical thinking skills related to existing academic subjects such as history and English). 相似文献
20.
Most countries of the world have experienced a revival in civic education in recent years. Issues of globalization, migration,
national identity, citizenship, democracy, and civil society have forced them to devise, or reflect upon, some form of civic
education for their schools. This is certainly the case for many countries in the Asian region. We have sought to identify
appropriate pedagogy for teaching civics and citizenship in schools across the Asian region. From the literature it was possible
to identify four categories of pedagogical strategies for civics and citizenship education which are applicable to the great
variety of Asian schools. The categories are: 1) class-based, passive — cognitive pedagogies; 2) school-based, passive — cognitive
pedagogies; 3) class-based, participative-active pedagogies; and 4) school-based, participative-active pedagogies. Some of
these strategies appear more promising than others in Asian schools given that traditional, didactic teaching strategies dominate.
What looks most promising include: whole school pedagogical strategies; critical thinking, particularly through group work;
a variety of cooperative learning strategies including group problem-solving exercises; school-based activity learning; and
the use of a technology such as CD ROMs as a resource. It is unlikely only one pedagogical strategy will prove to be singularly
effective with civics. A more probable outcome will be that a combination of strategies will be most effective. Future research
will provide suggestions as to the composition of that set of pedagogical strategies. 相似文献