全球教育的理念与实践

发布时间：2018-05-11 17:52

本文选题：全球教育 + 公民　；参考：《华中科技大学》2010年博士论文

【摘要】：我们面临一个全新的全球化时代。时代状况对教育提出了新的挑战,要求教育培养新一代公民,来适应一个经济一体化、政治主体多极化、文化和价值观多元化及生态关联化的世界。全球教育就是国际教育界为应对全球化时代的挑战而开创的一种教育理念和实践。目前,在我国教育理论界,对全球教育进行了一定的探讨,但是总体上来看,该领域的很多研究还停留在对国外理论和实践的介绍上,对我国全球教育现状的分析不够全面和深入,对全球教育的内涵、目标、内容等方面缺乏深入的探索。本研究采用文献研究、比较研究和文本研究的方法,从分析全球化时代的特征以及全球化时代对教育的挑战入手,探讨了美国、英国、日本三国全球教育的发展历程及其特征,继而选取国家主义视野下的国家公民与世界主义理想下的世界公民之间的矛盾与张力为视角,对全球教育进行了理论探讨,然后从教育政策和德育课程两个方面分析了全球教育在中国的开展情况,最后从目标、内容、途径和方法四个方面对全球教育进行了体系建构。通过研究,主要得出了如下结论：第一,全球教育作为一种理念和实践在美国、英国和日本等国有四十多年的历程。美国全球教育从课程理念和课程目标上来看,有全球本位、国家本位和个体本位三种价值取向,体现出理论家、政府政策和教师之间在教育目标上的冲突与整合。美国全球教育反映出美国人对美国的世界主导地位的认同。在英国,公民教育的目标经历了从英国公民到欧洲公民到全球公民的发展。日本的全球教育以日本国为本位,以爱国主义教育和国际理解教育为重点内容,内容重心随着时代不断变迁。第二,全球教育是对传统的国家主义和世界主义的教育观念的超越。在国家主义的视野下,教育的主要任务就是实现个体的政治化和社会化,培养具有爱国主义和民族观念、现代权利义务和民主法治观念、具备基本公民道德的合格公民。世界主义理想下的世界公民超越本土、家乡和国家认同,以地球公民或世界公民自居。而全球教育则是对这两种传统的超越,主张培养具有全球化素质的国家公民。第三,进入21世纪以来,以基础教育新课程改革的实施为重要分水岭,我国公民教育开始拓展视野,公民全球意识和全球化素质的培养开始浮出水面。全球教育理念在在我国教育政策和基础教育新课程标准中得到了较好的体现和贯彻。在高校思想政治理论课中,目标泛政治化、内容狭窄、方法单一、偏重理论灌输、局限于国家视野等弊端制约着全球意识和全球化素质的培养。另外,与中小学的德育课程之间的衔接不够紧密也是亟待解决的问题。第四,从全球教育的目标上来看,需要整合公民个体的多重身份认同,使个体在社区、国家和全球多层面上具备相应的认知、技能和价值观,以成功地扮演“多元身份的公民”的角色。在全球教育的内容上,从人与自然的关系来看,主要有地球系统科学的教育、人口教育、环境教育和可持续发展教育；从人与社会的关系来看,包括关于人类社会系统的教育、跨文化教育、和平教育等内容；从人与自身的关系来看,主要包括健康教育、消费教育、生命教育、信仰教育等内容。从全球教育的途径来看,除了专门的德育课程体系外,其他各门学科课程、跨学科和多学科的主题学习、实践活动也是渗透全球教育的重要渠道,良好的校园文化则是实施全球教育的文化基础。在方法方面,合作、交往和体验是全球教育的重要方法。
[Abstract]:We are faced with a new era of globalization . The state of the times puts forward new challenges to education , demands education to train a new generation of citizens to adapt to a world of economic integration , multi - polarization , culture and values pluralism and ecological relevance . Global education is a kind of educational idea and practice that the international education community has created to meet the challenges of the era of globalization .

At present , in our country ' s educational theory circle , the global education has been discussed , but in general , many research in this field still stays on the introduction of foreign theory and practice , the analysis of the present situation of global education in our country is not comprehensive and in - depth , there is a lack of in - depth exploration on the connotation , goal and content of global education .

Based on the analysis of the characteristics of globalization and the challenge of globalization , the author discusses the development course and characteristics of the global education in America , Britain and Japan . Then , the author analyzes the development of global education from two aspects of educational policy and moral education , and finally constructs the system from four aspects of goal , content , approach and method .

Through the research , the following conclusions are mainly drawn :

First , global education is a kind of concept and practice in the United States , Britain and Japan for more than 40 years .

Second , global education is beyond the traditional educational concept of nationalism and internationalism . In the view of nationalism , the main task of education is to realize the political and socialization of the individual , to train qualified citizens with basic civil morality .

Third , since entering the 21st century , the reform of the new curriculum of basic education is an important watershed . Our country ' s civic education begins to expand , the citizen ' s global consciousness and the quality of globalization begin to emerge . The idea of global education is embodied and implemented in our country ' s educational policy and the new curriculum standard of basic education .

Fourth , from the goal of global education , it is necessary to integrate the multi - identity of individual individual , so that the individual has the corresponding cognition , skill and value at the community , national and global levels , so as to play the role of " multi - identity citizen " .
From the relationship between human and society , including the education , intercultural education and peace education of the human society system ;
From the point of view of people ' s relationship with oneself , mainly includes health education , consumption education , life education , faith education and so on . From the way of global education , besides the special moral education curriculum system , other subjects course , interdisciplinary and multi - disciplinary theme study , practice activity is also the important channel to permeate the global education . Good campus culture is the cultural foundation for the implementation of global education . In the aspect of method , cooperation , communication and experience are the important methods of global education .

【学位授予单位】：华中科技大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G40

【引证文献】