Research On The 2013 C3 Framework Of The American Social Studies

Social Studies is a comprehensive course in primary and secondary schools,which plays an important role in civic education.The United States is the first country in the world to set up Social Studies.After more than 100 years of development,the American Social Studies has developed into a basic education curriculum with a mature content and rich practical experience,which is supported by rich educational theories.In 2013,the National Council for the Social Studies issued the guiding principle of the Social Studies,The College,Career and Civic Life Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics,Economics,Geography,and History,referred to as C3 framework(C3 from College,Career and Civic life).C3 framework contains the latest educational concept and practical experience of Social Studies.This paper focuses on the core issue of "what are the characteristics of the overall structure and main contents of C3 framework of American Social Studies in 2013,and what reasonable cores we can learn from it".Specifically,it includes four sub-questions: first,what is the background of the 2013 C3 framework issued by American Social Studies? Second,what are the characteristics of the overall structure and main content of the C3Framework? Third,what is the internal connection between the C3 framework issued in 2013 and the 2010 version of Social Studies curriculumstandards? Fourth,what are the reasonable kernels of C3 framework,and what are the implications of these reasonable kernels for Chinese social curriculum?The first chapter is the introduction,which first clarifies the reason of the topic and the main problems of the research.It also expounds the research significance of this topic from two aspects of theory and practice,and defines the connotation of Social Studies and curriculum standard.Then through the review of domestic and foreign research,this paper analyzes the current research situation of American Social Studies and C3 framework.The second chapter combs the development of American Social Studies with the historical research method,and divides the development process of American Social Studies into three stages: the birth of Social Studies in the first half of the 20 th century and the establishment of the National Council for the Social Studies;the development of American Social Studies in the second half of the 20 th century;the proposal and reform of the curriculum standard of Social Studies at the turn of the century.The third chapter uses the text analysis method to explain the overall structure and main content of C3 framework in 2013,so as to analyze the curriculum standard more objectively and find its reasonable core.The fourth chapter uses comparative research method to compare C3 framework and 2010 Social Studies curriculum standard,and finds that C3 framework surpasses and innovates 2010 curriculum standard.The fifth chapter,based on thedetailed elaboration of C3 framework,analyzes the significance of its reasonable core to our country.It is found that C3 framework has the following characteristics: first,C3 framework takes thematic and supporting questions as the starting point of inquiry,which is in line with students' cognitive characteristics and can stimulate students' learning motivation and enthusiasm for inquiry.Second,the C3 framework takes the cultivation of students' inquiry ability as the core,and organically combines knowledge learning with ability cultivation.Thirdly,C3 framework integrates the resources of history,economics,civics,geography and other disciplines to improve students' comprehensive human literacy in an all-round way,which is comprehensive and all-round.Fourth,the framework attaches importance to the value of rational action,strengthens the cultivation of students' civic awareness,and embodies the unique significance of Social Science in civic education.Based on the characteristics of C3 framework and the practice of social curriculum construction in China,this paper puts forward some suggestions to improve Chinese social curriculum:the first is to explore the educational value of social problems,so as to stimulate students' motivation of inquiry learning;the second,attach importance to the cultivation of students' inquiry skills and combine knowledge learning with ability cultivation;the third is to integrate the resources of related disciplines and choose the theme ofexploration according to local conditions;the fourth,create opportunities for students to participate in social public life,and effectively cultivate students' civic literacy.