美国公民教育课程模式研究
发布时间：2018-09-04 13:05
【摘要】：美国是较早实施公民教育的国家。美国公民教育深植于正式的学校教育中,将课程作为实施公民教育的主要载体。在美国,系统性的公民教育课程主要存续于基础教育和中等教育阶段,这段时期是公民的道德品格和行为习惯形成的基础性阶段,对于“好公民”的形成至关重要。 至今为止,美国公民教育课程已有百余年的发展历史。从19世纪发展到今天,课程形式从最初的历史和公民学课程,发展为以社会科课程为主。课程结构渐趋复杂,从单科性课程发展为多科性、综合性课程体系。课程功能也趋向融合,从单一的爱国主义价值观教育,发展为社会科学领域的认知教育,直到形成今天的融合性公民能力教育。可以说,在长期发展和变革中,美国公民教育课程积累了丰富经验,形成了明确的教学理念、完善的内容体系和实效性的教学方式,具有一定的理论和实践研究价值。美国公民教育课程的形成并不是自然而然的,而是教育理论与社会现实融合的过程,是联邦意志与州权博弈的过程,它的历史发展受到某种客观规律的驱动。 本文基于长波段视角,依据美国公民教育的理念变化和课程改革节点,将美国公民教育课程的历史发展划分为三个阶段：(1)自1776年至1916年社会科课程设立。在此期间,美国学校所实施的是狭义的公民教育。为了维护新生国家统一,促进民众对资本主义政治制度的接受与认同,公民教育课程致力于传承盎格鲁撒克逊民族文化和资产阶级政治文化。围绕这个目标,美国公民教育课程注重宣扬爱国主义、促进国家认同。但是,课程的形式与结构比较单一,主要以历史、英语读写和公民学单科性课程为主。课程内容集中在历史与清教伦理,主要讲授建国时期的历史事件和英雄人物,或者灌输自由、统一、爱国、勤劳等世俗化宗教精神和道德。在教学方式上,受当时教育条件限制,主要以说教和灌输式方法为主。(2)自1916年社会科设立至80年代。在进步主义教育运动推动下,美国学校教育开始关注社会需求、塑造人的社会属性。反映在公民教育课程方面,1916年新设立的“社会科”成为学校实施公民教育的主要载体。社会科是一门伞状的多科性课程,教学内容覆盖历史、地理、公民学、经济等社会科学领域知识,致力于培养学生对社会的理解能力。在国家教育委员会推动一下,社会科在各州的中小学校广泛应用,成为美国学校公民教育的主要课程,这种状况一直持续到二战后。二战后,在冷战思维主导下,联邦政府推动了“新社会科运动”,通过加大对社会科课程教学项日的研发和资助力度,试图推动学校课程的教学改革,以快速培养具有国家认同的“战时公民”,并建立在社会科学领域的人力资源储备。在当时看来,此次改革成效并不显著。总的来说,这个阶段的美国公民教育课程结构渐趋合理,教学内容也更加丰富,在强调知识讲授的同时,也开始关注提升认知思维能力。(3)自20世纪80年代至今,美国公民教育课程发生了较大变化。在美国民权运动激发下,民众的公民意识开始觉醒,参与社会和政治活动的热情迸发,导致大规模和非制度性的政治参与活动频繁发生,并严重影响到资本主义政治制度和社会的稳定。在这种情况下,美国学校公民教育理念开始发生转变,以前培养“被动”或“服从”型公民的教育已经不能适应社会的发展,要求建构一种培养“主动公民”的教育,使学生以积极和理性的态度参与公共生活,通过对话与合作解决日益严峻的社会问题。在90年代的美国“标准化”教育运动后,美国相继制定了社会科、公民学与政府等课程国家标准,并通过立法和经费划拨等方式推动各州制定和实施相应的州级课程标准,从而推动全国性公民教育目标的实现。社会科课程国家标准明确指出：“公民教育的关键是公民能力培养,在民主和多元美国社会,公民教育就是促使学生形成主动维护公共利益的的意愿,并为此付诸“知情”且“理性”的公民行动”。这意味着美国公民教育课程的功能目标已经转向培养主动参与公共生活的现代公民。教学内容更加具有综合性特征,包括公民认知、参与技能与公民品格三个维度,涵盖历史、公民学与政府、地理、经济、自然科学等众多领域。教学方式更加注重培养学生的自主体验与社会实践能力,通过构建“学校-家庭-社区”的公民教育体系,采用以服务学习、争议问题讨论、合作学习等多样化实践教学方式,系统地培养“主动”公民。 本文运用了模式研究、历史与文献分析等研究方法,分别对上述三个发展阶段中美国公民教育课程的功能目标、理论基础、课程教学内容与结构、教学方式、教育环境和支持系统等要素进行深入分析,凝练出各阶段的美国公民教育课程模式。模式是从经验或事实中经抽象和升华提炼出的知识体系。课程模式是对课程整体和要素的一种简约且凝练的表达方式。美国公民教育课程模式具有鲜明的主题特征、特定的课程功能与结构,最能综合反映出美国公民教育的价值取向、教育理论与教学实践。在以上论述的基础上,本文认为,美国公民教育课程相继经历了“文化移植”、“社会学习”和“主动公民”模式三个发展阶段。 此外,本文还基于公民身份理论的视角,深入发掘美国公民教育课程模式的历史与演变逻辑。认为自由主义和共和主义是解释美国公民身份的两大理论,它们经历了从古典自由主义、现代自由主义到共和主义的历史变迁,并在不同时期交替主导美国公民教育理念。这意味着在不同的历史阶段,美国社会所倡导的公民观也相应地发生变化,分别从自由放任的“被动”公民观,发展为国家有限干预的“服从”公民观,直到上世纪80年代后形成的“主动”公民观。这种理论变迁使公民教育课程的理论与教学实践发生相应的转变,从而驱动美国公民教育课程模式的发展。 全文内容包括六个部分。 第一章绪论部分。首先回答本文选择美国公民教育课程模式作为研究问题的原因。根据选题,本文系统性阐述现有的国内外相关研究,具体包括美国公民教育及课程的史学研究、美国公民教育及课程的相关理论研究、美国公民教育课程教学的相关研究,以及公民教育课程模式分析框架的相关研究。在此基础上,提出本文所具有的理论和实践研究意义,并针对性地提出研究目标、研究思路和方法,指出可能存在的研究创新点,为深入研究做好铺垫。 第二章论述美国公民教育课程模式的分析基础。结合选题,初步讨论了与美国公民教育课程模式相关的基础性概念和理论,选择公民、公民身份、美国公民教育、社会科等基础性概念进行深入剖析。在此基础上,依据美国公民教育理念变化和学校课程改革的历史节点,分别将1776至1916年、1916至1980年,以及1980至今作为美国公民教育课程模式所经历的三个不同发展阶段。在此基础上,本文进而提出美国公民教育课程模式的研究框架。 第三章研究建国至1916年的美国公民教育课程模式。本文客观论述了这段历史时期的分析美国公民教育课程的理论基础、功能目标、教育内容与结构、教学方式和特征等,在此基础上,分析美国公民教育课程在宣扬爱国主义,实施“美国化”教育和促进国家认同中的积极作用,并指出在美国公民教育课程所承担继承美国民族文化和传播政治文化中的积极作用。最后归纳出这段时期的美国公民教育课程采取了“文化移植”模式。 第四章论述1916年至80年代的美国公民教育课程模式。1916年在美国公民教育史上具有里程碑意义。这一年新设立的社会科课程具有多科性特征,其教学内容涵盖历史、英语读写、公民学和地理等单科性课程,是这段时期美国学校公民教育的主要课程形式。本文深入分析了社会科的形成以及相关的理论争辩,指出社会科倡导一种对人类社会的理解与能力教育,致力于塑造人的社会属性,满足社会的发展需求。社会科的这种特性在冷战时期的“新社会科运动”中得到强化,在对“新社会科运动”进行详细阐释之后,本文分析和归纳了公民教育课程的主要理论依据、教学内容、教学方式和主要特征,指出这阶段美国公民教育课程模式明显早现出“社会学习”主题特征。 第五章研究20世纪80年代至今的美国公民教育课程模式。首先,分析美国公民身份理论转变的历史背景,论述共和主义为自由主义公民身份理论提供一种有益的补充资源。在此基础上分析共和主义公民身份理论对美国公民教育理念和实践的影响,指出共和主义公民身份所倡导的“主动”公民观具有建构性意义,它鼓励公民以主动和理性的态度参与资本主义政治制度的运转中。在这种观点影响一下,作为美国公民教育的主要课程,社会科的课程目标致力于培养综合性的公民能力,鼓励学生以维护“公共善”为出发点,主动地进行政治和社会参与,掌握与“理性参与”相关的知识和道德。教学内容包括公民认知、参与技能和公民品格的三个维度,并形成以十大主题轴为中心,覆盖历史、地理、公民学和经济等课程的知识体系。教学方式重视服务学习、志愿者服务等多样性的社会实践途径。本文在分析美国教育“标准化运动”后指出,作为学校公民教育的载体,社会科等课程国家标准的制定和实施,实际上是政府意志问接主导学校教育的结果,其最终目的是通过教导公民进行理性的参与,使资本主义政治体系获得民主的“合法性”基础。最后,本章认为,20世纪80年代后美国公民教育是“主动公民”课程模式,具有内容融合性、文化包容性和能力综合性等特征。 第六章总结美国公民教育课程模式的历史发展和逻辑。讨论了美国公民身份理论的变迁,以及对学校公民教育理念和教学实践的影响,深入发掘了美国公民教育课程模式发展的驱动力。认为公民身份理论支配着美国公民教育课程的功能目标,对教学内容、教学方式等产生决定性影响。而且,随着公民权利的发展,公民身份呈现出民主性或民族性趋向,使公民教育课程表现出不同的特征。另外,多元化公民身份也在很大程度上丰富了美国公民教育的教学实践。最后,本文对美国公民教育课程模式的合理性与局限性作出了判断。
[Abstract]:Citizenship education in the United States is deeply rooted in formal school education and takes curriculum as the main carrier of civic education. In the United States, systematic civic education curriculum mainly exists in the basic and secondary education stages, which are the basis for the formation of citizens'moral character and behavior habits. Sexual stage is crucial to the formation of "good citizens".
Up to now, the civic education curriculum in the United States has a history of more than 100 years. From the 19th century to today, the form of the curriculum has changed from the original history and civics curriculum to the social curriculum. The curriculum structure is becoming more and more complex, from the single-subject curriculum to the multi-subject curriculum, and the comprehensive curriculum system. The education of patriotic values has developed into a cognitive education in the social sciences until today's integrated civic competence education. It can be said that in the long-term development and reform, the American civic education curriculum has accumulated rich experience, formed a clear teaching concept, perfect content system and effective teaching methods, with a certain degree of experience. The formation of civic education curriculum in the United States is not a natural process, but a process of integration of educational theory and social reality, a process of game between federal will and state power, and its historical development is driven by some objective laws.
Based on the Long-band perspective, this paper divides the historical development of American civic education curriculum into three stages according to the change of American civic education concept and the node of curriculum reform: (1) Social Studies Curriculum was established from 1776 to 1916. During this period, American schools implemented civic education in a narrow sense. Civic education curriculum aims to inherit Anglo-Saxon national culture and bourgeois political culture. Around this goal, American civic education curriculum focuses on promoting patriotism and promoting national identity. However, the form and structure of the curriculum is relatively simple, mainly in history and English. Writing and Citizenship is a single-subject course. It focuses on history and Puritan ethics. It mainly teaches historical events and heroes during the founding of the People's Republic, or instills secular religious spirits and morals, such as freedom, unity, patriotism and diligence. From 1916 to the 1980s, social science was established in the United States. Promoted by the progressive education movement, American school education began to pay attention to social needs and shape people's social attributes. It covers social sciences such as history, geography, citizenship, economics and so on. It aims to cultivate students'understanding of society. Promoted by the National Education Commission, social sciences have been widely used in primary and secondary schools in various states and become the main curriculum of civic education in American schools. This situation persisted until after World War II. Under the guidance of the Cold War mentality, the federal government promoted the New Social Science Movement, which tried to promote the reform of school curriculum by increasing the research and development of social science curriculum and funding, so as to rapidly cultivate nationally recognized "war citizens" and establish a reserve of human resources in the field of social science. Overall, the curriculum structure of civic education in the United States has become more reasonable and the content of the curriculum has become richer. While emphasizing knowledge teaching, it has also begun to focus on improving cognitive thinking ability. (3) Since the 1980s, the curriculum of civic education in the United States has undergone major changes. Inspired by the movement, the public's civic consciousness began to awaken, and the enthusiasm to participate in social and political activities burst out, leading to large-scale and non-institutional political participation activities frequently occur, and seriously affect the political system of capitalism and social stability. The education of passive or obedient citizens has been unable to adapt to the development of society. It is necessary to construct an education to cultivate active citizens so that students can participate in public life with a positive and rational attitude and solve increasingly serious social problems through dialogue and cooperation. After the American "standardization" education movement in the 1990s, the United States has become more and more important. The national standards for social studies, civics and government courses have been formulated, and the relevant state-level curriculum standards have been enacted and implemented through legislation and financial allocation, thus promoting the realization of the goal of National Civic education. Citizenship education is to promote students'willingness to take the initiative to safeguard public interests and to put it into "informed" and "rational" civic action in a pluralistic American society. Sexual characteristics, including citizen cognition, participation skills and citizen character, cover history, citizenship and government, geography, economics, natural sciences and many other fields. Controversial issues, cooperative learning and other diversified practice teaching methods, systematically cultivate "active" citizens.
This paper makes a thorough analysis of the functional objectives, theoretical basis, curriculum content and structure, teaching methods, educational environment and support system of American civic education curriculum in the above three stages by using the methods of model study, history and literature analysis, and condenses the curriculum model of American civic education in each stage. The curriculum model is a concise and concise expression of the whole and elements of the curriculum. The curriculum model of American citizenship education has distinct thematic characteristics, specific curriculum functions and structure, which can best reflect the value orientation of American citizenship education. On the basis of the above discussion, this paper argues that the civic education curriculum in the United States has gone through three stages: cultural transplantation, social learning and active citizenship.
In addition, based on the perspective of citizenship theory, this paper explores the historical and evolutionary logic of the curriculum model of American citizenship education.Liberalism and republicanism are the two major theories explaining American citizenship, which have undergone the historical changes from classical liberalism, modern liberalism to republicanism, and in different periods. This means that the concept of citizenship advocated by American society has changed correspondingly in different historical stages, from the laissez-faire concept of "passive" citizenship to the limited state intervention concept of "obedient" citizenship until the "active" concept of citizenship formed in the 1980s. The change makes the theory and practice of civic education curriculum change correspondingly, which drives the development of American civic education curriculum model.
The full text includes six parts.
The first chapter is the introduction. First of all, the reason why this paper chooses the American civic education curriculum model as the research question is answered. According to the selected topic, this paper systematically elaborates the existing domestic and foreign related research, including the American civic education and curriculum history research, the American civic education and curriculum related theory research, the American civic education curriculum. On this basis, this paper puts forward the theoretical and practical significance of the study, puts forward the research objectives, research ideas and methods, points out the possible research innovations, and paves the way for further research.
Chapter Two discusses the analysis basis of the American civic education curriculum model.Combining with the selected topic,the paper discusses the basic concepts and theories related to the American civic education curriculum model,and makes an in-depth analysis of the basic concepts such as citizenship,citizenship,American civic education and social science. And the historical node of school curriculum reform, respectively, 1776 to 1916, 1916 to 1980, and 1980 to date as the United States civic education curriculum model experienced three different stages of development.
The third chapter studies the curriculum model of American citizenship education from the founding of the People's Republic of China to 1916. This paper objectively discusses the theoretical basis, functional objectives, educational content and structure, teaching methods and characteristics of American citizenship education curriculum in this historical period. On this basis, it analyzes that American citizenship education curriculum is promoting patriotism and implementing Americanization. "Education and promotion of national identity in the positive role, and pointed out that civic education curriculum in the United States to inherit the United States national culture and disseminate the positive role of political culture.
Chapter Four discusses the curriculum model of American citizenship education from 1916 to the 1980s.1916 is a milestone in the history of American citizenship education.The new curriculum of Social Sciences in this year has multi-disciplinary characteristics.Its teaching content covers history,English reading and writing,citizenship and geography,etc. This paper makes a thorough analysis of the formation of Social Sciences and the relevant theoretical debates, and points out that social sciences advocate an education of understanding and ability to human society, which aims to shape human social attributes and meet the needs of social development. After explaining the "New Social Science Movement" in detail, this paper analyzes and summarizes the main theoretical basis, teaching content, teaching methods and main features of the civic education curriculum, and points out that the civic education curriculum model in the United States manifests the theme of "social learning" early.
The fifth chapter studies the curriculum model of American citizenship education from the 1980s to the present. Firstly, it analyzes the historical background of the transformation of American citizenship theory, and discusses that republicanism provides a useful supplementary resource for liberal citizenship theory. Under the influence of practice, it is pointed out that the "active" concept of citizenship advocated by republican citizenship is constructive and encourages citizens to participate actively and rationally in the operation of the capitalist political system. Students are encouraged to take the initiative to participate in politics and society in order to master the knowledge and morality related to rational participation. The content of the course includes three dimensions: citizen cognition, participation skills and citizen character, and forms ten thematic axes centered on history, geography, citizenship and citizenship. The knowledge system of courses such as economics. The teaching method pays attention to service learning, volunteer service and so on. After analyzing the "standardization movement" of American education, this paper points out that as the carrier of School Civic education, the formulation and implementation of the national standards of social science and other courses are actually the government's will to take over the leading school teaching. The ultimate goal of education is to make the capitalist political system democratic by educating citizens to participate rationally.
【学位授予单位】：中国地质大学
【学位级别】：博士
【学位授予年份】：2014
【分类号】：D771.2
本文编号：2222187
[Abstract]:Citizenship education in the United States is deeply rooted in formal school education and takes curriculum as the main carrier of civic education. In the United States, systematic civic education curriculum mainly exists in the basic and secondary education stages, which are the basis for the formation of citizens'moral character and behavior habits. Sexual stage is crucial to the formation of "good citizens".
Up to now, the civic education curriculum in the United States has a history of more than 100 years. From the 19th century to today, the form of the curriculum has changed from the original history and civics curriculum to the social curriculum. The curriculum structure is becoming more and more complex, from the single-subject curriculum to the multi-subject curriculum, and the comprehensive curriculum system. The education of patriotic values has developed into a cognitive education in the social sciences until today's integrated civic competence education. It can be said that in the long-term development and reform, the American civic education curriculum has accumulated rich experience, formed a clear teaching concept, perfect content system and effective teaching methods, with a certain degree of experience. The formation of civic education curriculum in the United States is not a natural process, but a process of integration of educational theory and social reality, a process of game between federal will and state power, and its historical development is driven by some objective laws.
Based on the Long-band perspective, this paper divides the historical development of American civic education curriculum into three stages according to the change of American civic education concept and the node of curriculum reform: (1) Social Studies Curriculum was established from 1776 to 1916. During this period, American schools implemented civic education in a narrow sense. Civic education curriculum aims to inherit Anglo-Saxon national culture and bourgeois political culture. Around this goal, American civic education curriculum focuses on promoting patriotism and promoting national identity. However, the form and structure of the curriculum is relatively simple, mainly in history and English. Writing and Citizenship is a single-subject course. It focuses on history and Puritan ethics. It mainly teaches historical events and heroes during the founding of the People's Republic, or instills secular religious spirits and morals, such as freedom, unity, patriotism and diligence. From 1916 to the 1980s, social science was established in the United States. Promoted by the progressive education movement, American school education began to pay attention to social needs and shape people's social attributes. It covers social sciences such as history, geography, citizenship, economics and so on. It aims to cultivate students'understanding of society. Promoted by the National Education Commission, social sciences have been widely used in primary and secondary schools in various states and become the main curriculum of civic education in American schools. This situation persisted until after World War II. Under the guidance of the Cold War mentality, the federal government promoted the New Social Science Movement, which tried to promote the reform of school curriculum by increasing the research and development of social science curriculum and funding, so as to rapidly cultivate nationally recognized "war citizens" and establish a reserve of human resources in the field of social science. Overall, the curriculum structure of civic education in the United States has become more reasonable and the content of the curriculum has become richer. While emphasizing knowledge teaching, it has also begun to focus on improving cognitive thinking ability. (3) Since the 1980s, the curriculum of civic education in the United States has undergone major changes. Inspired by the movement, the public's civic consciousness began to awaken, and the enthusiasm to participate in social and political activities burst out, leading to large-scale and non-institutional political participation activities frequently occur, and seriously affect the political system of capitalism and social stability. The education of passive or obedient citizens has been unable to adapt to the development of society. It is necessary to construct an education to cultivate active citizens so that students can participate in public life with a positive and rational attitude and solve increasingly serious social problems through dialogue and cooperation. After the American "standardization" education movement in the 1990s, the United States has become more and more important. The national standards for social studies, civics and government courses have been formulated, and the relevant state-level curriculum standards have been enacted and implemented through legislation and financial allocation, thus promoting the realization of the goal of National Civic education. Citizenship education is to promote students'willingness to take the initiative to safeguard public interests and to put it into "informed" and "rational" civic action in a pluralistic American society. Sexual characteristics, including citizen cognition, participation skills and citizen character, cover history, citizenship and government, geography, economics, natural sciences and many other fields. Controversial issues, cooperative learning and other diversified practice teaching methods, systematically cultivate "active" citizens.
This paper makes a thorough analysis of the functional objectives, theoretical basis, curriculum content and structure, teaching methods, educational environment and support system of American civic education curriculum in the above three stages by using the methods of model study, history and literature analysis, and condenses the curriculum model of American civic education in each stage. The curriculum model is a concise and concise expression of the whole and elements of the curriculum. The curriculum model of American citizenship education has distinct thematic characteristics, specific curriculum functions and structure, which can best reflect the value orientation of American citizenship education. On the basis of the above discussion, this paper argues that the civic education curriculum in the United States has gone through three stages: cultural transplantation, social learning and active citizenship.
In addition, based on the perspective of citizenship theory, this paper explores the historical and evolutionary logic of the curriculum model of American citizenship education.Liberalism and republicanism are the two major theories explaining American citizenship, which have undergone the historical changes from classical liberalism, modern liberalism to republicanism, and in different periods. This means that the concept of citizenship advocated by American society has changed correspondingly in different historical stages, from the laissez-faire concept of "passive" citizenship to the limited state intervention concept of "obedient" citizenship until the "active" concept of citizenship formed in the 1980s. The change makes the theory and practice of civic education curriculum change correspondingly, which drives the development of American civic education curriculum model.
The full text includes six parts.
The first chapter is the introduction. First of all, the reason why this paper chooses the American civic education curriculum model as the research question is answered. According to the selected topic, this paper systematically elaborates the existing domestic and foreign related research, including the American civic education and curriculum history research, the American civic education and curriculum related theory research, the American civic education curriculum. On this basis, this paper puts forward the theoretical and practical significance of the study, puts forward the research objectives, research ideas and methods, points out the possible research innovations, and paves the way for further research.
Chapter Two discusses the analysis basis of the American civic education curriculum model.Combining with the selected topic,the paper discusses the basic concepts and theories related to the American civic education curriculum model,and makes an in-depth analysis of the basic concepts such as citizenship,citizenship,American civic education and social science. And the historical node of school curriculum reform, respectively, 1776 to 1916, 1916 to 1980, and 1980 to date as the United States civic education curriculum model experienced three different stages of development.
The third chapter studies the curriculum model of American citizenship education from the founding of the People's Republic of China to 1916. This paper objectively discusses the theoretical basis, functional objectives, educational content and structure, teaching methods and characteristics of American citizenship education curriculum in this historical period. On this basis, it analyzes that American citizenship education curriculum is promoting patriotism and implementing Americanization. "Education and promotion of national identity in the positive role, and pointed out that civic education curriculum in the United States to inherit the United States national culture and disseminate the positive role of political culture.
Chapter Four discusses the curriculum model of American citizenship education from 1916 to the 1980s.1916 is a milestone in the history of American citizenship education.The new curriculum of Social Sciences in this year has multi-disciplinary characteristics.Its teaching content covers history,English reading and writing,citizenship and geography,etc. This paper makes a thorough analysis of the formation of Social Sciences and the relevant theoretical debates, and points out that social sciences advocate an education of understanding and ability to human society, which aims to shape human social attributes and meet the needs of social development. After explaining the "New Social Science Movement" in detail, this paper analyzes and summarizes the main theoretical basis, teaching content, teaching methods and main features of the civic education curriculum, and points out that the civic education curriculum model in the United States manifests the theme of "social learning" early.
The fifth chapter studies the curriculum model of American citizenship education from the 1980s to the present. Firstly, it analyzes the historical background of the transformation of American citizenship theory, and discusses that republicanism provides a useful supplementary resource for liberal citizenship theory. Under the influence of practice, it is pointed out that the "active" concept of citizenship advocated by republican citizenship is constructive and encourages citizens to participate actively and rationally in the operation of the capitalist political system. Students are encouraged to take the initiative to participate in politics and society in order to master the knowledge and morality related to rational participation. The content of the course includes three dimensions: citizen cognition, participation skills and citizen character, and forms ten thematic axes centered on history, geography, citizenship and citizenship. The knowledge system of courses such as economics. The teaching method pays attention to service learning, volunteer service and so on. After analyzing the "standardization movement" of American education, this paper points out that as the carrier of School Civic education, the formulation and implementation of the national standards of social science and other courses are actually the government's will to take over the leading school teaching. The ultimate goal of education is to make the capitalist political system democratic by educating citizens to participate rationally.
【学位授予单位】：中国地质大学
【学位级别】：博士
【学位授予年份】：2014
【分类号】：D771.2
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