Analysis On World Civic Education For Adolescent In China In The Background Of Globalization

The era at present which is entwined and effected mutually by economic globalization andcultural diversity, it requires new demand of education development. The World CivicEducation is a new educational mode which exactly meets this demand. This article will make afurther analysis on the relative theories and practices about World Civic Education foradolescence in the era of globalization, trying to search a more effective education method. It isdivided in five parts.The first part is about the general concept of the World Citizen and the World CivicEducation. The concept of World Citizen, which has been proposed a long time ago, means thecitizens who are equipped with world awareness and global vision in terms of knowledge,ability, and attitude and so on in the background of globalization. The World Civic Education isa totally fresh education concept which can be suitable to meet the challenges proposed byglobalization. It is also the supplementary and development of the civic education in nation-state.The second part is about the importance and reality of the World Civic Education foradolescent in the globalization era. Globalization makes the relationship between the societiescloser, involving the integration, diversity and independence in the fields of politics, economy,culture and society. The highly development of globalization has given the rise of manyproblems, such as the unbalance of economic development, the homogenization of culture, thedamage to the ecological environment, which require the World Civic Education to solve. Atpresent, the practices of World Civic Education will be based on the Marxist theory, on thesafeguard offered by policies of new moral education, and on the practical platform provided bythe citizen moral construction and moral education.The third part is about the present situations and problems of the World Civic Educationfor Adolescent. The targets and demands have been involved in the education curriculumstandards. The World Civic Education for adolescent has already been practiced by the middleschools in Nanjing, and Shanghai. Meanwhile, The relative problems arouses, such as thedifficulties of recognizing the civic identity, troubles of applying the teaching method, and theconflict between national culture and multi-culture, hindering the further development of WorldCivic Education for adolescent in our country. The forth part is about the experience summarized from the previous study on the WorldCivic Education in other countries. The World Civic Education is developed well on theencouragement of UNESCO. America, Britain, Japan and Singapore put it into practice insuccession. The UNESCO and some countries have reformed the World Civic Education,accumulating a lot of experience, such as breaking the nationalization in educational aims,offering safeguard in educational policies, creating the teaching method. All of the experienceprovides our country with precious enlightenment.The fifth part is about the thinking of the World Civic Education for adolescent. TheWorld Civic Education requires the combined efforts made by the governments, schools and thewhole society. The government should involve the World Civic Education in educational policy,and guarantee the practice of it. The schools should create good atmosphere, change theteaching method and complete the courses. In terms of society, the integration between nationalculture and multi-culture should be enhanced, the socialist core value system should bepromoted, the differences among the different countries and areas should be respected and thecommunication between the ethnic groups within the country should be strengthened, tocultivate the citizens with world awareness and global vision.