Research On The Status Of Implementation Of Social Study Curriculum Based On The View Of Civic Education

Primary stage is the key period to enable children to have good sense of citizenship. Effective civic education can help students form good civic awareness and cultivate them to be sensitive members to social problems. Besides, it can also promote the development of civic culture in China. As for the basic citizenship curriculum in primary school, however, the moral and social study curriculum has many problems, especially in practice. As a result, study on the curriculum implementation and results of moral and social study in primary school have a significant influence on the development of citizenship education.Based on the combination of qualitative research and quantity research, this paper mainly uses questionnaire, interview and observation methods to get comprehensive understanding of the curriculum status in the case of one district in Shanghai.Firstly, on the vision of civic education, the first part analyzes the character and relationship between social study curriculum and the aim of citizenship education from the following three parts:curriculum objects, curriculum contents and the requirement of curriculum implementation.Secondly, taken the classroom as a starting point, this paper mainly focuses on how the teachers implement this curriculum. In order to know the present status of social study in the district of Shanghai, the paper mainly researches on the following aspects:how do teachers understand the curriculum, if the basic conditions of social study curriculum are adequate, what are the impact factors of the implementation of this curriculum.The conclusions are as follows:Social study teachers have a good understanding of curriculum. However, in the process of teaching in the classroom, teachers are quite concerned about the implementation of the objectives of knowledge. They also lack the ability of handling the materials of teaching contents, epically for the high grade contents. They mainly use method of lecture in the classroom.As for the reflective aspects, most of the teachers mainly reflect on the teaching objectives rather than other aspects.The research has also found that the conditions for the implementation of curriculum still have a long way to go. On the one hand, they lack of full-time teachers, and do not have sufficient time to ensure the quality of teaching. On the other hand, most school teachers don't have strong sense of making good use of curriculum resources which affects the effective implementation of this course. In addition, the teachers think of the impact of the implementation of social study courses including three aspects:First, their disciplinary literacy teachers (teachers with the teaching of knowledge, practical knowledge, subject knowledge, etc.), and second, the character of social study curriculum (products social teaching materials, curriculum standards, teaching evaluations), the third is social study curriculum resources inside and outside school.Thirdly, taking the development of primary school student's civic awareness as a breakthrough point, this paper mainly uses questionnaire, interview and observation methods to get the effectiveness of the curriculum implementation from three types of school of a district in Shanghai. To further enhance the development of students'understanding of citizenship, the researcher randomly selects three social study teachers for a telephone interview to validate.The conclusions are as follows:The questionnaire survey indicated that the civic awareness of the students in that area performed well, especially for the patriotic awareness, responsibility awareness, and global awareness. However, they have lower awareness of democracy and legal awareness.Besides, through field observations and interviews of teachers, the researcher found that while the students can master higher levels of civic knowledge, their action incompatible with their mind or knowledge, especially in non-supervision state. These problems are caused by many factors, but as the first place for children to receive education, school bears an inescapable responsibility. For example, little emphasis on civic education in schools, deficient evaluation system on social curriculum and the separation between teaching and students'daily life caused the above problems.