A Study On Values Education In Primary And Secondary Schools After K-12 Reform In The Philippines

In June 2012,the Philippines carried out drastic reforms to its basic education and began to implement the new K-12 basic education system.The values education curriculum,as the main carrier of ideological education in the Philippine basic education stage,also began to face updates and revisions.This reform has enabled the improvement of Philippine values education in many aspects,and it also reflects the new needs of the Philippines in the new era environment.In this context,based on the objective needs of advancing the innovation and construction of ideological and political education disciplines in our country,observing the new trends of Philippine values education reform has practical significance for deepening our understanding of philippines and further broadening the perspective of ideological and political education discipline development.Firstly,relying on the text,combined with the interview data,trace the origin and sort out the context.The values education reform is based on improving the quality of disciplines,adapting to the trend of globalization,strengthening the civic awareness of young people and responding to the needs of youth issues.In the process of reflecting on social issues and disciplinary deficiencies,the goal of values education is constantly clear and the content is continuous abundance and continuous improvement of the system have formed a relatively complete school ideology education system covering the basic elements of training objectives,educational content,educational channels and evaluation system.Secondly,on the basis of clarifying the ways of reform,using comparative research and historical analysis methods to compare and analyze the four main dimensions of curriculum design,curriculum planning,curriculum implementation and evaluation path,clarify the differences in the values education system before and after the reform,and reveal the regular pattern and trend of its reform and development.The comparison found that its overall teaching goal presents the development trend of communityization,and pays more attention to the cultivation of citizen's sense of responsibility;the basic theory of the discipline is more systematic,the teaching framework is more reasonable,and the curriculum and distribution of school hours are more scientific.The dominant position of students is more prominent,reflecting the value orientation of pragmatism.In general,compared with the past,the reformed values education system is more mature and more in line with the needs ofthe era of globalization,which is a historic progress.However,due to the constraints of social development level and actual conditions,there are still some diachronic and synchronic problems in the reform of values education.For example,the pressure of teacher training is always greater,and the boundaries between values education and religious education are blurred.Further research and reform are still needed.Finally,taking the issue as the guide,based on our country's reality,through the positive and negative evaluation of the Philippine values education reform,we can gain experience accumulation and enlightenment on the subject of ideological and political education in our country,and find new ideas for the innovative development of the subject of ideological and political education in the era of globalization.