当代中国公民教育的取向发展及其现实性研究

发布时间：2018-01-04 16:30

本文关键词：当代中国公民教育的取向发展及其现实性研究　出处：《东北师范大学》2013年博士论文　论文类型：学位论文

【摘要】：公民教育是世界各国普遍开展的一项教育实践活动。新中国成立以后到改革开放前,我国的公民教育基本被政治教育所取代,没有得到真正意义上的发展。当代中国公民教育真正意义上的开展是在改革开放以后。党和国家的一系列重要文件对公民教育都有过明确的要求和规定。在中小学的课程体系中开展了公民教育。研究当代中国公民教育的实践,我发现在国家发展的不同时期对公民和公民教育的要求是不同的。这就是公民教育的取向发展。而不同的公民教育要求的背后是社会需要的不同,公民发展水平的制约以及社会可容纳程度的差异。这就是公民教育取向发展的现实性。本文试图对当代中国的公民教育发展做出三个阶段的划分,认为公民教育的发展经历了公民素质教育、公民道德教育、公民意识教育三个阶段。在不同的发展阶段,公民教育的要求是不同的,这是公民教育的取向及其发展。研究公民教育取向的发展其目的是揭示公民教育取向发展的现实性,为我国公民教育的现实性开展提出现实性的构想。对此,本文围绕着五个方面展开论述：第一章公民教育的一般理论研究。公民教育是对公民的教育,是关于公民的教育,是关于如何做个好公民的教育。公民教育与思想政治教育内容范围不同,教育要求不同。通过研究公民教育的一般理论,将公民教育与思想政治教育做以比较,能清楚地鉴别出当代中国哪些教育是公民教育,其与思想政治教育的关系如何。公民教育具有全民性、终身性、多样性、时代性和政治性的特征。从本质和特征两个角度研究公民教育,是本文的基础性工作,是本文研究得以开展的理论基础。第二章当代中国公民教育取向的发展阶段。公民教育的取向发展阶段及其现实性是本文研究的核心部分。本章首先交代清楚什么是公民教育的取向,什么是公民教育取向的发展,划分公民教育取向发展的依据是什么。本文以国家提出公民教育的背景性文件为标准将当代中国的公民教育划分为公民素质教育阶段(二十世纪八十年代中期至二十世纪末)、公民道德教育阶段(2001年至十七大以前)和公民意识教育阶段(2007年十七大至今)三个阶段。在这三个阶段国家分别强调公民素质教育、公民道德教育和公民意识教育,表明我国公民教育的发展是一个由低级到高级、由边缘到内核的发展过程。第三章公民教育取向发展的国际借鉴。本章分别从东方和西方选择了两个国家作为国际借鉴的对象,即英国、美国、日本和新加坡。首先本文认为以上四国其公民教育发展的阶段性很明显,并详细划分了以上四国公民教育取向发展的阶段。在此基础上,我发现公民教育是社会现实需要的反映,而公民自身的水平和现状切实影响了公民教育取向的转换。第四章当代中国公民教育的现实性思考。本章是前文研究的结论,也是本文研究的核心之一,更加是本文研究的皈依所在。本文认为,首先公民教育因社会需要而产生。公民教育出生于社会需要,公民教育取向的发展也源于国家和社会发展的需要。同时,社会现实制约公民教育的发展。社会现实是确定公民教育目标的根据,社会现实为公民教育提供条件和物质支持,政治需要是公民教育发展的一贯动力。其次,公民自身的水平和发展程度是公民教育发展的对象性制约因素。公民是公民教育的主体核心。公民教育是对公民的教育,是为了公民的教育,是依靠公民的教育。公民的发展水平也是制约公民教育进程的因素。公民现状是现实教育的出发点,公民的自我意愿和能力对公民教育进程有很大的影响。最后,社会发展的现实性满足是公民教育演进的边界性规定。公民教育取向是社会现实的期待,需要社会现实做好准备,并且公民教育取向有着社会现实容纳的边界规定。第五章我国公民教育取向的现实构想。理论研究必须服务于实践才能具有价值。本文提出,首先公民教育取向必须以现实为基础。现实社会需要是现实基础的内核,公民发展水平现状是现实基础的重要参照,还需要社会对公民发展水平有一定程度的准备。其次,公民教育的内容要体现公民的本质。公民知识是现代公民意识教育的基础,公民能力和技巧是现代公民意识教育的重点,公民权利义务即公民责任是公民意识教育的核心。当然,公民意识教育尤其民族性的特点,需要利用其本土资源。最后,公民意识教育的路径选择上,应以学生课堂教育为基本渠道,同时在公民实践和法制建设中进行。
[Abstract]:Civic education is an educational practice generally carried out all over the world. After the founding of new China to the reform and opening-up, the citizen education of our country is the basic political education has not been replaced by real development. Chinese contemporary civic education in the true sense of the development after the reform and opening of the party and a series of important documents. The country's civic education have clear requirements and regulations. In primary and secondary school curriculum system to carry out civic education practice. China study of contemporary civic education, I found that in different periods of national development of citizen and civic education requirements are different. This is the orientation of the development of civic education and different. Civic education is behind the requirement of social needs, the development level of citizens and social constraints can accommodate differences. This is the reality of the development. The orientation of citizenship education Try to make a division of the three stages of the development of citizenship education in contemporary China, that the development of civic education through the citizen education, citizen moral education, civic education in three stages. In different stages of development, civic education requirements are different, this is the orientation and development of civil education. The development of citizens the orientation of education whose purpose is to reveal the reality of civic education development orientation, provided ideas realistic for the reality of citizen education in our country carried out. In this regard, this paper focuses on the five aspects:
Study on the general theory of the first chapter of civic education. Civic education is the citizen education is the education of a citizen, is about how to be a good citizen education. The content of civic education and ideological and political education of different education, different requirements. The general theory of the citizen education, citizen education and ideological and political education do in comparison, can clearly identify what education is China contemporary civic education, to its relationship with the ideological and political education. Civic education is universal, lifelong, diversity, age and political characteristics. From the perspective of two citizens of the nature and characteristics of education, is the foundation of this work is. The basis of carrying out this study.
The second chapter Chinese development stage of contemporary civic education orientation. The development orientation of civic education in the stage and reality is the core part of this paper. This chapter first explain what is the orientation of civic education, what is the development orientation of citizenship education, what is the basis for the development of division of civic education orientation. Based on the national background of citizens education file as the standard will be divided into civic education for contemporary China citizen education stage (from the mid twentieth Century to the end of 1980s), the citizen moral education stage (from 2001 to 17th in front) and civic education stage (2007 17 date) three stages. Each emphasize quality education of citizens in these three stages, the citizen moral education and civic education, show that the development of citizenship education in our country is the one from low to high, from the edge to the kernel development Process.
The third chapter of the international reference orientation of citizenship education development. This chapter from the East and the West has chosen two countries as the object of the international reference that Britain, the United States, Japan and Singapore. This paper argues that the first stage of the above four of its civic education development is very obvious, and the detailed structure of the above four stages in the development of civic education.. on this basis, I found that civic education is a reflection of social reality needs, and the citizen level and the status of their real impact transformation orientation of citizenship education.
The fourth chapter is on the contemporary reality of China civic education. This chapter is the conclusion of the study, but also the core of this study, this paper is to place more. In this paper, firstly because of the needs of the society and the citizen education. Civic education was born in social need, need to develop civil education orientation also comes from the country and the development of the society. At the same time, the social reality restricts the development of civic education. The social reality is determined according to the goal of civic education, civic education for the social reality conditions and provide material support, political power has always been to the development of citizenship education. Secondly, the level and degree of development of their own citizens is the object factors restricting the development of citizenship education. Citizens is the core subject of civic education. Civic education is the education of the citizens, in order to citizen education, citizen education is to rely on the development level of citizens is. The factors restricting the process of civic education. Citizen status is the starting point of the reality of education, self willingness and ability of citizens has a great influence on the civic education process. Finally, the reality of social development is to meet the requirements of civic education boundary evolution. Orientation of citizenship education is looking forward to the social reality of the social reality, need to prepare and the orientation of citizenship education with social reality to accommodate the border regulations.
The real idea of the fifth chapter of our civic education orientation. Theoretical research must serve the practice can have value. In this paper, the orientation of citizenship education must be based on reality. The reality of social needs is the realistic foundation of the kernel, current level of development is the realistic foundation of the citizen to reference, but also need the society to a certain extent to the development level of citizens. Secondly, the content of civic education to embody the nature of citizens. The citizen knowledge is the foundation of modern civic education, civic competence and skills is the focus of modern civic education, civic rights and duties that civil liability is the core of civic education. Of course, especially in the National Civic Education Characteristics, needs the use of the local resources. Finally, choose the path of civic education, students should be in the classroom education as the basic channels, while citizens in practice and in the construction of legal system Conduct.

【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2013
【分类号】：D64

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