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Assignment代写范文:British citizen education 2019-01-10

今天论文代写机构Fanessay小编整理了一篇Assignment代写范文--British citizen education,本篇文章阐述的内容关于英国公民教育。公民教育,在英国有着悠久的历史和深厚的基础。然而,受自由主义思想的影响,它始终缺乏中央政府的统一和专业指导,处于一种不经意的状态。它的重要性没有体现在学校的教育体系中。直到20世纪80年代,政府才逐渐意识到在学校实施公民统一教育的重要性,并开始在政策层面上重视公民教育,公民教育逐渐步入国家轨道。梳理英国公民教育的发展历程,学习英国公民教育的优秀经验,对我国具有重要的借鉴意义。同时,总结了英国公民教育实施过程中的不足,使中国公民教育少走弯路。


Education, a British citizen led by the government, presents the following characteristics: in the management subject, it changes from civil society to central government; In the curriculum system, from scattered to gradually perfect; In education mode, situation education is combined with participation education; Pay attention to the promotion effect of social capital on citizen education. However, British citizens education also has some problems, mainly: "value free" is difficult to achieve; Insufficiently coordinated departmental policies; Homogeneous citizen education is contrary to the rejection of reality. The British experience provides a good reference for Chinese citizens education: absorbing the advantages of the UK to fully respect individual subjectivity; Creating a democratic environment conducive to the development of citizens education; The relationship between unity and diversity; Focus on the practicality of citizen education.


Education, a citizen, has a long history and profound foundation in Britain. However, influenced by the liberal ideology, it always lacks the unified and professional guidance of the central government and is in a casual state. Its importance is not reflected in the education system of schools. It was not until the 1980s that the government gradually realized the importance of implementing unified citizen education in schools, and began to pay attention to citizen education at the policy level, and citizen education gradually stepped into the national track. To sort out the development process of British citizen education and learn its excellent experience is of great reference significance to China. At the same time, summarize the deficiencies of British citizens education implementation process, so that Chinese citizens education less detours.


The development process of British citizen education can be divided into several stages: germination, individual initiation, civil society advocacy and government leading. Before the 1980s, citizen education was mainly initiated by individuals or under the advocacy of civil society and non-governmental organizations. These unofficial organizations support citizen education both theoretically and financially, driving the development of British citizen education. However, there is no unified curriculum guidance and professional teacher training for citizen education in the school, and citizen education has not received due attention. The butler act of 1944 decentralized the implementation of the curriculum to the school. The implementation of citizen education was decided by the school. The development of citizen education discipline was even more difficult.


In the 1980s, the government began to strengthen the management of education in order to improve education quality and national quality and international competitiveness, and unified the national curriculum in 1988. The significance of citizen education is also increasingly prominent, which has been attached importance to by the government and gradually entered the national agenda. The crick report, a government-led publication in 1998, elevated citizen education to unprecedented prominence. The coric report elaborates the importance and necessity of citizen education, puts forward the conception of implementing citizen education national curriculum, and gives specific Suggestions from the aspects of course goal, content and implementation method. In 2002, the British citizen BBB 1 legal course was implemented in secondary schools based on the system of citizen education established in the coric report. Since then, citizen education has continued to receive the attention of government leaders and researchers, and many official organizations have conducted a follow-up study on citizen education. These large-scale official studies, together with small studies conducted by other ngos, provide comprehensive and clear information on the implementation of education for UK school citizens. Based on the results of these studies, the British government summarized the deficiencies in the practice of citizen education, constantly improved and reformed it, and promoted the improvement and more effective implementation of citizen education system. In general, after the 1980s, the British government guided citizens education in three aspects: macro-policy regulation, middle-level social planning and micro-level school curriculum construction. Meanwhile, it kept reflecting and reforming in the process of practice, and promoted citizens education to a new stage of development.


The effective implementation of citizen education inevitably requires the construction of a perfect and consistent curriculum system. The British government is well aware of this. The national curriculum of 2000 made citizens education a national legal subject and required it to be officially implemented in secondary schools in 2002. Since then, education, a British citizen, has constantly improved education goals, contents and evaluation system in the process of practice, which has promoted the further development of education.


Give citizen education independent subject status. As a national legal discipline, citizen education was officially implemented in schools, which further enhanced the importance of citizen education. At the same time, after the implementation of citizen education as an independent subject in schools, both the government and the school explored and studied the curriculum framework, objectives and content system, which provided the basis for the implementation of citizen education and promoted the effective implementation of citizen education.


Determine the curriculum content system with democracy and justice, rights and responsibilities, identity and diversity as the core. After the reform of citizen education in 2007, a fourth content was added to the original three core contents: social and moral responsibility, community participation and political literacy: identity and diversity education. The concepts of democracy and justice include: freedom as part of democracy; Fairness and legal principles as part of justice; Power, authority, and responsibility. Education aims to enable students to: explore their own rights and responsibilities, and how these rights and responsibilities affect individuals and communities; Recognizing the responsibility of individuals, organizations and governments to balance, support and protect rights; Search for solutions to the competition and conflict of rights. Identity and diversity education aims to guide students to understand the multiple identities they have in a diverse society and how social changes and development affect these identities. It also aims to enable students to understand how the migration that continues to pour into British society affects the construction of the community and the formation of a unified identity.


Multidisciplinary infiltration of citizens education. In addition to education through independent citizenship discipline, Britain also pays attention to infiltrating education through history, geography, English and PSHE, which are closely related to citizens education. These humanities disciplines contain rich contents of citizen education, and fully excavate abundant materials in them, which helps form a joint force and plays a supplementary and supplementary role to the special citizen education course. In particular, the 2007 curriculum reform emphasizes the cultivation of students' national identity, global awareness and world vision through history courses.


British citizen education is a combination of situation education and participation education to cultivate citizens with public awareness and participation ability. First, actively create a democratic environment for student citizens to learn and nurture students in the context. In 2004, for example, the UK's education and skills department published a document entitled "working together: giving young people a voice", which provides guidance on how to create an atmosphere that respects students' views and interests and encourages them to participate in decision-making. Under the guidance of government documents, the school attaches great importance to the construction of school features, creates a learning environment for democratic citizens for students, and affects students unconsciously.


Pay attention to the cultivation of students' social and moral responsibility in practice, and develop their political literacy and participation ability. In class, the teacher guides the students to discuss controversial issues and express their views, so as to develop their ability of democratic consultation, cooperation and critical thinking. The school provides students with opportunities to express their opinions and participate in school affairs through class meetings and student union. At the same time, the school works with the community to encourage students to join volunteer groups, providing students with opportunities to cooperate, communicate and contribute to the community. The citizen education national curriculum also explicitly includes community participation and volunteer service in the evaluation system. In addition, the school also organizes the young people to enter the society, visits the government institution, participates in the democratic election, the debate, enables the student to understand the democratic operation process, prepares for its adult life.


Fully mobilizing social material and cultural resources can not only promote active participation of citizens in politics, society and life, but also reduce conflicts and increase social cohesion, thus promoting the construction of democratic society. After the labor party came to power, it focused on improving the status of social capital through education to address a series of social problems such as moral decline, political apathy and high crime rate.


The corker report combines social capital with citizen education as an important factor in promoting citizen education development. By cultivating students' social and moral responsibility, community participation ability and political literacy, citizens education constantly improves their social capital and enhances people's social participation. The improvement of social capital further strengthens the effectiveness of citizen education and creates a suitable social environment for citizen education implementation. The curriculum reform in 2007 added the content of identity and diversity to the original contents of citizen education, stipulating that schools must assume the responsibility of promoting community cohesion, further highlighting the important role of citizen education in promoting social capital.