【作者】 聂迎娉；

【导师】 傅安洲；

【作者基本信息】 中国地质大学 ， 思想政治教育， 2014， 博士

【摘要】 学校是公民教育的重要场所和主要途径,承载着传播主流价值观念、培养合格公民的任务。公民教育课程是学校公民教育的核心载体,为青少年学生提供连贯、系统的专业指导和帮助,是传播公民知识和培养公民技能的直接、有效渠道。美国中小学公民教育主要通过社会科课程实现,它依托公民学、历史、地理和经济四大核心学科,整合人文社会科学领域知识,是一套跨学科的综合学习体系。其中,公民学课程在帮助公民认同美国宪政民主的基本价值观和原则,知性和负责任地参与政治生活中发挥着重要作用,在社会科中居于重要地位。美国公民学课程标准是界定公民学课程性质、课程目标、课程内容和课程教学的指导性规定,描述了对不同年级的学生在公民学领域应该获得成绩、行为和个人发展的规定,体现了美国主流社会对理想公民的期求与希翼,是研究美国学校公民教育基本特征和价值取向的重要依据。以公民学课程标准这一相对稳定、规范的文本为观测视角,既能有效规避由于教育分权制度和多样化的课程教学实践等因素给研究带来的不确定性,加深对公民学这一美国中小学教育体系中核心课程的认识,还有助于从本质上把握课程所传播的主流意识形态,揭示公民教育目标的合法性根源,深化对公民教育实践活动规律的认识。本文以辩证唯物主义和历史唯物主义为指导,采用历史分析法、语篇分析法、理论思辨法、诠释学方法、观察体验法和比较分析法,以公民学课程在美国公民教育课程历史中的嬗变为基础,以史为脉络,阐述公民学课程标准出现的历史必然性和存在的重要性,追溯公民学课程标准的法律依据和理论渊源；其次,对国家和联邦州两个层面公民学课程标准的内容体系进行解构对比,分析其统一性与差异性,试图归纳美国政治体系和政治权力所倡导的政治思想和政治价值,即主流社会对“理想公民”的期望；再次,通过对课程标准运用过程中各因素的分析,论证公民学课程标准对课程教学和教学质量评估产生了怎样的影响。最后,批判地思考该研究对我国思想政治教育课程实践的启示和借鉴价值。基于这一思路,文章共分为七章,具体内容概括如下。第一章为绪论部分。首先,阐述了美国公民学课程标准研究这一选题的缘由、选题目标和研究意义；其次,根据研究需要,对美国公民教育课程发展史、公民教育基础理论、公民教育课程结构、公民教育课程实践和公民教育课程标准五个方面的国内外研究现状进行梳理,总结现有研究进展、特点与不足；再次,对社会科、公民学、课程标准、政治文化与政治社会化五个重要的概念进行界定；在此基础上,确定本文的研究思路、研究方法和创新点。第二章梳理了美国中小学公民学课程的历史沿革,经由公民学课程发展的历史与公民学课程地位的变化两条线索展开。第一条线索以时间为顺序,选取对公民学课程发展最具影响的四个时间节点,叙述了公民学课程从兴起、遭遇困境到蜕变发展的嬗变过程。在20世纪初中等教育改革以前,公民学很少以课程形态存在,大多以“公民科”、“公民政府”等学习模块呈现。1916年《中等教育中的社会科》报告打破这一局面,正式将公民学确定为中小学的正式课程。而后两次世界大战使公民学课程的发展屡遭波折,20世纪中叶新社会科运动的失败更使该课程及其价值备受质疑。20世纪80年代,《国家处于危险之中》这一报告对国家教育进行了全面反思,引发了教育基础化运动,美国政府强势干预学校教育,公民学课程开始了全新蜕变,公民学课程标准出现。21世纪初,《不让一个孩子掉队法案》为学校课程发展带来了新的机遇,奠定了现有公民学课程的立法基础。第二条线索立足于公民学课程的历史发展,分析了公民学课程从仅仅作为附属于历史课程的公民教育模块,发展为社会科体系中一门独立课程,再从社会科体系中一门非核心课程,发展为核心课程这一变化过程及其原因。不同历史背景下公民学课程核心内容和历史地位的变化,既凸显了公民学课程是政治文化传承的方式,又体现了该课程以主流政治意识需要为出发点培养公民的性质。第三章梳理了美国《公民学与政府国家标准》的产生及法律与理论基础。在实施教育分权的美国,州政府拥有中小学教育管辖权,国家层面公民学课程标准的出现源于国家对教育的干预,它是国家社会经济发展需要与基础教育领域课程改革的必然结果,得到了国家政策和社会性教育机构的大力支持。由于不同时期对美国宪法的不同理解,美国中小学课程的管理权经历了州政府全权管理到国家干预的过渡。法律依据部分从美国宪法及其修正案、教育法令法规和判例法二个方面解析了现有公民学课程国家标准形成的法律依据。美国拥有丰富的公民教育思想理论,为了理解课程标准的教育目标和核心内容,理论基础部分分析了对现有公民学课程内容产生较大影响的欧洲占典哲学思想、公民资格理论和政治社会化理论,这些思想理论根植于特定的政治土壤中。在建国初期,美国公民教育基本上延续欧洲传统,之后逐步与美国教育实际相结合,教育理论借鉴与本土化发展并重。对课程标准颁布背景、法律和理论基础的梳理,有利于了解公民学课程标准和公民学教育目标的合法性、合规律性与合目的性根源。第四章解析了美国公民学课程国家标准的核心内容。在介绍课程标准的主体架构和公民知识、公民技能、公民品性三大基本构成内容的基础上,本章以antconc语料库软件为工具,采用类别检索、上下文关键词分类和批判性话语分析三种方法,对课程标准文本进行解析。解析范围涉及表达公民知识要求的名词、与公民技能相关的动词和与标准制定者意图相关的情态动词。通过数据处理和话语分析,公民学课程国家标准的核心内容可以概括为四部分：与政府和国家相关的知识,与宪法和宪政相关的知识,与公民相关的知识,与价值观、原则、信仰和品性相关的知识。最后,文章从体系设计、结构布局、内容框架和意识形态四个方面总结了课程标准的特色。通过对课程标准核心内容的梳理,能更清晰地认识美国政治体系和政治权力对青少年公民教育的要求,有助于辨析核心内容的内在要求和话语中隐藏的意识形态倾向。第五章分析了美国各州公民学课程标准。公民学课程国家标准不仅对课程学习内容提出了指导性框架,也为联邦各州课程标准的制定提供了依据。本章在宏观上介绍了联邦50个州和哥伦比亚特区课程标准的主要内容、呈现形式和特征等基本状况；微观上选取了纽约州“社会科学习标准”之公民学、公民资格与公民政府,加利福尼亚州“历史——社会科学框架”之公民学两份课程标准为案例,具体剖析了州课程标准的核心内容,概括了公民学课程标准在内容上的差异性与一致性。通过国家和联邦州之间课程标准的对比,不同州之间课程标准的对比,发现公民学课程标准是以《国家标准》的内容框架为指导,以州课程标准的具体规定为依据,兼顾地方特色而形成的。虽然课程标准的形式多样、数量庞大,但其实质上具有内在统一性,统一于美国主流社会所倡导的政治思想和政治价值。第六章分析了公民学课程标准的应用,涉及《国家标准》、联邦州标准、教科书、学科测评框架、学校教师和公民教育机构。公民学课程标准是教育部门研发、制定、采纳或认可,用于指导一定范围内公民学课程教学的公开发行文件,它明确了课程的教学目标和框架,为学生学习成绩比较和课程评估提供依据。课程标准功能的发挥需要依靠教科书、学业测评框架等载体的辅助作用,通过学校教师、公民教育机构等主体的努力来实现。教科书是具体化和鲜活的课程标准,将课程框架解构为易懂的学习单元；课程评价体系可以反映学生的学习成果,是课程教学的反馈指标；教师是课程标准的“代言人”,是课程标准与学生之间的沟通桥梁；公民教育机构作为社会性资源,在课程标准的研发与修改、教师培训、学生互动等方面具有不可忽视的作用。第七章美国公民学课程标准对我国学校思想政治教育的启示。本章基于我国基础教育阶段思想政治教育相关课程标准的基本情况,思考美国公民学课程标准研究对我国的启示和借鉴作用,认为只有立足于我国社会政治经济发展实际,遵循客观发展规律和国家需求,构建小学-初中-高中连贯的公民知识-公民技能-公民品性三位一体的课程体系,加强社会性公民教育资源培育,完善思想政治课程的评价体系,吸引社会各界广泛关注和参与,才能实现公民教育课程功能的最优化,这也是我国中小学公民教育课程改革应该努力的方向。更多还原

【Abstract】 School is an important venue and way for civic education, which shoulders the task to spread mainstream values and cultivate qualified citizens. Civic education curriculum is the core carrier of civic education in schools, which offers coherent and systematic specialized guidance to adolescent students, thus it’s a direct and effective channel to spread civic knowledge and cultivate civic skills. Primary and secondary civic education in America is mainly realized through social studies, which relies on four core disciplines-civics, history, geography and economy, integrating humanistic and social science knowledge, thus it’s a set of inter-disciplinary and comprehensive learning system. Civics plays an important role to help citizens to identify basic value and principle of constitutional democracy in America as well as participate in political life responsibly, so it’s very important in social studies.Civics curriculum standards in America is an instructive stipulation to define curriculum nature, objective, content and teaching of civics, which describes stipulations about students’ performance, behavior and personal development ought to be obtained at different grades in civics field, as well as reflects expectation and hope of mainstream society to ideal citizens. Thus the currirulum is an important basis to study essential features and value orientation of civic education in American schools. As a relatively stable and normative text, the research of civics curriculum standards can effectively avoid uncertainty caused by education decentralization system and diversified course teaching, deepen the understanding of civics, one of the core curricula in American primary and secondary education, essentially master mainstream ideology spread by course, reveal legality source of civic education objective and enhance understanding about activity routines of civic education.Firstly, guided by dialectical materialism and historical materialism, the thesis adopts the methods of historical analysis, discourse analysis, theoretical analysis, hermeneutics, observation experience and comparative analysis to elaborate the historical inevitability and importance of civics curriculum standards, which sets evolution of civics in the history of American civic education curriculum as basis and history as context. Secondly, the thesis makes deconstruction and comparison between national and federal contents of civics curriculum standards, analyzes the uniformity and difference, and concludes political thought and value advocated by political system and power, namely the expectation of "ideal citizen" by mainstream society. Thirdly, through analysis about various factors during application process of curriculum standards, the thesis argues the influence of civics curriculum standards on course teaching and teaching quality assessment. Fourthly, the thesis critically reflects on enlightenment and reference of this research for ideological and political education course practice in China.Based on this thought, the thesis is divided into seven chapters and the specific contents are concluded as follows.Chapter one is introduction. Firstly, the reason, objective and significance of research on American civics curriculum standards are elaborated. Secondly, based on research demands, research status at home and abroad is reviewed, mainly from the curriculum development, basic theory, curriculum structure, curriculum practice and curriculum standards of civic education. And then the current research progress, features and shortcomings are concluded. Thirdly, the concepts of social studies, civics, curriculum standards, political culture and political socialization are defined, then the research thought, research method and innovation point of the thesis are confirmed based on that.Chapter two reviews historical development of civics in American primary and secondary school, which is developed from two clues, namely history and status change of civics course. By setting time as order, the first clue selects four most influencing time nodes of civics course development and narrates evolution process of civics curriculum from rise, difficulty to development. Before secondary education reform in the beginning of20th century, civics existed as study module such as "citizen science" and "civil government" rather than curriculum. In1916, The Social Studies in Secondary Education broke this situation and civics was identified as a formal course in primary and middle school. However, two World Wars made civics course in trouble and the failure of New Social Studies Activity in the middle of20th century made the course value in question. In1980s, the report "A Nation at Risk:The Imperative for Educational Reform" comprehensively rethinked national education and triggered education foundation activity. American federal government intervened school education and civics course began brand new change, then civics curriculum standards appeared. In the beginning of21st century, No Child Left behind Act brought new opportunity to curriculum development, which laid legal foundation for current civics course. Based on historical development of civics course, the second clue analyzes the changing process and its’ reasons of civics course status, from civic education module affiliated to history curriculum to independent course in social studies system, and from non-core course in social studies to a core course. The changes of core content and historical status of civics curriculum under different historical backgrounds reflect that civics course is an inheritance way of political culture and the curriculum cultivates citizens according to demands of mainstream political ideology as the starting point.Chapter Three reviews the legal and theoretical origins of National Standard for Civics and Government. In America, state government owns jurisdiction of primary and secondary school. The civics curriculum standard at national level derives from national intervention on education, which is the demand of national social and economic development as well as an inevitable result of course reform in basic education field, obtaining strong support of national policy and social education institutions. Due to different understandings on US federal constitution at different times, the administration authority of curriculum in primary and secondary school transits from full management by state government to national intervention. As per legal origin, formation basis of the national standard can be analyzed mainly from three aspects, U.S. federal constitution and its amendment, education regulations and case law. There are abundant thoughts and theories about civic education in America. In order to understand education objectives and core contents of curriculum standard, theoretical origin analyzes classical philosophical thoughts in Europe, citizenship theory and political socialization theory that have great influence on civics curriculum contents, all of which are rooted in special political soil. In the early years of the new nation, European traditions continued its influences on America civic education, then were combined with local education, thus localization development of education theory is as important as reference. Reviewing the issuing background, legal and theoretical origins of curriculum standard is beneficial for understanding legality and regularity origin of curriculum standard as well as education objective of civics.Chapter Four analyzes the core contents of civics curriculum standard in America. Based on introduction about main framework of curriculum standard and three basic constitutions contents, namely civic knowledge, civic skill and civic character, this chapter takes Antconc as a tool, adopts category searching, Kwic Sort in context and critical discourse analysis to analyze curriculum standards. Analysis scope involves nouns expressing civic knowledge requirements, verbs related to civic skills and modal verbs related to constitutor’s intention. Through data processing and discourse analysis, core contents of civics curriculum standard can be concluded to four parts:knowledge related to government and nation, knowledge related to constitution and constitutionalism, knowledge related to citizen as well as knowledge related to value, principle, belief and moral character. Finally, the thesis summarizes characteristics of curriculum standard from four aspects:system design, structural layout, content framework and ideology. Reviewing core contents of curriculum standard is beneficial for understanding requirement on adolescent civic education by American political system and political power as well as helpful to discriminate intrinsic requirement of core contents and ideology orientation hidden in discourse.Chapter Five analyzes civics curriculum standard in states of America. Civics curriculum standard not only puts forward instructive framework to learning content, but offers basis to formulate curriculum standard in state level. At macro level, this chapter introduces basic situation of curriculum standard such as main content, presentation way and features in50states and District of Columbia. At micro level, the chapter selects two curriculum standards as cases-civics, citizenship and citizen government in "Learning Standard about Social Sciences" of New York and civics in "History-Social Science Framework" of California, which specifically analyze core contents of state curriculum standard, concludes difference and consistency in content of civics curriculum standard. Through comparison between national and federal curriculum standard as well as curriculum standard in various states, it has been found that civics curriculum standard is formed under the guidance of content framework in National Standard for Civics and Government and based on specific regulations about curriculum standard in each state. Despite of diverse forms and large amount of curriculum standards, it has inherent uniformity in essence, which unifies in political thought and political value advocated by mainstream society in America.Chapter Six analyzes the application of civics curriculum standard, involving national standard, federal standard, textbook, discipline evaluation framework, teacher training and civic education institutions. Civics curriculum standards are researched, formulated, adopted or recognized by education department, which are publicly issuing documents used to guide civics course teaching within certain scope. It makes teaching objective and framework explicit, and offers basis for performance comparison of students and course evaluation. The function realization of curriculum standard needs subsidiary carriers such as textbook, performance evaluation framework, teachers and civic education institutions. Textbook is the specific and alive curriculum standard, and it deconstruct course framework to lucid learning units; curriculum evaluation system can reflect learning result of students and it is the feedback index of course teaching; teachers are the "spokesmen" of curriculum standard, and they are communication bridge between curriculum standard and students; civic education institutions are social resources and they have important functions in researching, developing and modifying curriculum standard, teacher trainings and students’ interaction, etc.Chapter Seven discusses enlightenment of civics curriculum standard in America on ideological and political education in Chinese schools. Based on basic situation of relevant curriculum standard of ideological and political education at elementary and secondary education stage in China, this chapter reflects on enlightenment and reference of civics curriculum standard in America on ideological and political education in China. It proposes that in order to optimize the function of civic education course, it’s necessary to be established in the actuality of social politics and economic development, follow objective development law and national demand, construct systematic curriculum combined civic knowledge, civic skill and civic character in primary school, middle school and high school, enhance cultivation of social civic education resources, perfect curriculum assesement system and attract extensive attention from all sectors of society, which is also a striving direction of curriculum reform in primary and secondary schools in China.更多还原