| Citizens are an important identity for individuals to participate in social affairs,and also the basic unit of promoting political democratization in modern countries.However,due to various historical reasons,the development of civic education in China has been tortuous and slow,and is still in the primary stage.It shows that the subject status of civic education is not clear,and teachers and students have no understanding of the goal,content and structure of civic education in schools.Therefore,it is necessary to study the content of civic education in schools,clarify its specific content,and provide the basis for the implementation or improvement of civic education in schools.The main purpose of this study is to compare the content of ICCS2016 civic literacy assessment with the content of civic education based on the framework system of IEA international civic education study,and to make clear the advantages and disadvantages of the content of civic education in our country on the basis of distinguishing and interpreting the similarities and differences between them,and to put forward some suggestions for improvement.The paper is divided into eight chapters.The introduction focuses on the difficulties and shortcomings of civic education in China,and on the basis of the review of the existing research deficiencies,the basic problems of this study are put forward,namely: with the reference of the framework system of IEA international civic education study(ICCS2016 edition),what are the advantages and disadvantages of the content system of civic education in China,and how does the former provide lessons for the latter? Focusing on this core problem,the second and third chapters review and examine the development course of IEA three international civic education studies in order to grasp the background,theoretical basis,framework system and characteristics of the previous evaluations.Chapter four aims to discuss how to compare and analyze the frame system of IEA international citizen literacy evaluation with the content system of civic education in china from the perspective of comparative research design,which involves the purpose and object,feasibility,analysis unit,train of thought and methodology of comparative analysis.Based on the content domain dimension,cognition dimension and attitude-behavior dimension,the next three chapters compare the ICCS2016 evaluation content with the content of civic education reflected by the curriculum standard and textbook text of morality andrule of law,find out the similarities and differences,and analyze and interpret the similarities and differences.On this basis,the last chapter summarizes the conclusions and findings,shortcomings and the future direction of further research.This study found that the content of civic education in China as a whole contains a wide and rich content theme,which is in line with the development of international civic education.At the same time,it also shows the cultural difference that emphasizes the content of "Chinese virtue" and "community consciousness" as the core,as well as the institutional characteristics of deepening the connotation of"freedom "," democracy" and other civic principles.However,there are some obvious shortcomings: in the comparative dimension of the content field,our civic education mainly pays attention to the basic civic knowledge related to" civic society and systems",and the content of" civic principles" and" civic participation" is significantly insufficient;in the comparative dimension of cognitive field,our civic education pays too much attention to the understanding and understanding of civic knowledge rather than the analysis,reasoning and application of civic knowledge;in the comparative dimension of emotion-behavior,the content or related to" civic engagement "contained in the curriculum or teaching materials of morality and rule of law" are obviously insufficient.In view of these shortcomings,the paper puts forward the corresponding improvement suggestions in the final summary part. |
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