【作者】 姬振旗；

【导师】 王凤鸣；

【作者基本信息】 河北师范大学 ， 马克思主义理论与思想政治教育， 2009， 博士

【摘要】 公民问题历来就是政治和教育的核心问题。通过教育使社会个体成为合格公民,这是现代国家对个体发展最基本的期望,也是教育最基本的目标。20世纪80年代以来,重视公民教育业已成为一种世界潮流。现代意义上的公民教育是随着现代民主国家的建立和发展而逐渐兴起的。英国是最早确立资本主义制度的国家,也是最早开展工业革命从而促进资本主义迅猛发展的国家。然而,由于自由主义思想的影响,在相当长的历史时期内,国家不干预教育的观念在英国得到普遍认可。因此,长期以来英国也一直没有形成系统的公民教育体系。但是,这并不意味着英国没有公民教育。事实上,英国很早就有重视公民教育的传统,有着深刻的公民教育渊源、丰富的公民教育思想及民间的公民教育实践。进入20世纪80年代后,以撤切尔夫人为首的保守党政府推崇自由市场的个人主义,强调公民义务或“积极公民”,然而,英国公民特别是年轻人政治参与意识薄弱,甚至远离政治,反社会行为增多,这使英国政府进一步认识到确立一种公认的国家认同观念及提高公民意识与责任感的重要性,开始重视并倡导公民教育。1997年,以布莱尔为首的工党政府更加重视“积极公民”的培养,并决心要通过学校教育增强学生的民主意识及对权利与义务的认识。2000年,政府将专门的公民教育作为国家政策正式引入中小学,公民教育成为国家课程体系中的一门基础学科。从2002年8月起,公民教育作为英国中学阶段的法定必修课程开始得以实施。英国在20世纪80年代后非常重视公民教育,有许多成功的做法和经验。本论文对20世纪80年代以来的英国公民教育进行了深入、系统地研究,在此基础上,提出了英国公民教育对我国新时期公民教育发展的启示。依循一种内在的逻辑顺序,本论文共分为七章。第一章主要指出了论文选题的现实意义和研究意义,分析了国内外关于英国公民教育的研究现状,对公民、公民教育、思想政治教育、道德教育等主要概念进行界定,说明了研究思路以及研究所采用的文献分析法、历史与逻辑相结合的方法、比较法等研究方法。第二章主要对英国中小学公民教育的历史进行回顾,大致经历了萌芽阶段(从16世纪至18世纪中叶)、个人发起阶段(18世纪后期至19世纪末)和民间团体倡导阶段(20世纪初至70年代末)三个阶段;介绍了20世纪80年代以来英国公民教育的发展历程,大至经历了政府倡导阶段(20世纪80年代初至1988年)、政策酝酿阶段(1988年至1999年)和正式推行阶段(2000年以后)三个阶段。第三章主要对作为工党政府公民教育政策重要蓝本的《科瑞克报告》进行述评。介绍了报告产生的背景、过程及其内容,分析了报告对英国中小学公民教育的贡献及存在的问题。第四章对20世纪80年代以来影响英国中小学公民教育的主要因素进行了分析,主要包括自由主义思想传统、社会公民文化、党派政治参与、公民资格观及公民教育思想、世界公民教育潮流等。第五章主要介绍了英国中小学公民教育的目标、内容和实施途径,对英国中小学公民教育政策的社会制度背景问题和学校层面的公民教育实施问题进行了分析,指出了英国中小学公民教育发展趋势,主要是强调尊重多样性、重视“核心英国价值观”教育、注意听取学生意见、加强校长和教师培训、利用多种途径促进公民教育、把公民教育纳入普通中等教育证书(GCSE)考试内容等。第六章主要对20世纪80年代以来英国中小学公民教育的特质进行分析,其特质主要有强制性、渐进性、矛盾性、宗教性、整合性等。第七章:英国中小学公民教育对我国中小学公民教育的启示。本章主要在考察我国中小学公民教育的基础上,提出了英国中小学公民教育对我国中小学公民教育的启示,主要有:政府主导是开展中小学公民教育的重要保障;加强公民教育课程体系建设;采取多种途径和方法开展公民教育;以学校为主阵地,学校、家庭、社会有机结合开展公民教育;注重公民意识的培养;深化社会核心价值观教育;弘扬优秀的民族传统文化,加强公民教育;注重公民教育的师资队伍建设。本论文的主要贡献和创新之处在于,在对英国公民教育进行深入、系统研究的基础上,从我国中小学公民教育的现实出发,提出了英国中小学公民教育对我国中小学公民教育的重要启示。更多还原

【Abstract】 The issue of citizenship has been essential in politics and education. It is a basic expectation of modern nations and the basic goal of education to make the social individuals qualified citizens. Attaching importance to the education of citizenship has been a world fashion since the 1980s.The education of citizenship in the modern sense came into being with the establishment and development of the modern democratic nations. Britain is the earliest state to establish the capitalism system and the first nation where industrial revolutions took place. However, due to the influence of Liberalism, the conception that the nation should not interfere with education has been universally acknowledged for a long period in the history. As a result, systematic citizenship educational rules have never been established in Britain. But this does not mean in Britain the education of citizenship did not exist. In fact, Britain possessed the tradition of attaching importance to the citizenship education since long ago, at the same time, Britain possessed a long history of citizenship education, rich citizenship educational thought and various forms of practice of citizenship education in folk forms. Since the 1980s, the Conservative administration led by Madam Satchel advocated individualism of free market, with the emphasis on the duty of the citizens or“active citizens”. But the fact is that, the British citizens, especially young people lacked the politics awareness, they evaded from politics, even took part in some anti-social activities. The above phenomena made the British government aware of the importance of establishing a well-recognized ideology and promoting the citizen awareness and responsibility. In 1997, the administration of the Labor Party headed by Blair stressed on the cultivation of“active citizens”and was determined to strengthen the students’sense of democracy, responsibility and duty. In 2000, the government formally introduced the citizenship education as a national policy into middle school and the primary school, thus, the citizenship education became a basic course in the nation’s curriculum system. Since August, 2002, the citizenship education has become the compulsory course in the period of middle school in Britain.Britain has focused on the citizen education since 1980s and accumulated many valuable lessons. This dissertation has done a further and systematic research on the British education of citizenship, and put forward the enlightenment of the British education of citizenship on the development of our nation’s education of citizenship in the new era.Based on an intrinsic logic, the dissertation is composed of seven chapters.The first chapter is the introduction in which the practical and academic significance of the research has been pointed out. This part focused on the present situation of the study of the British citizenship education, at the same time the relevant terms such as citizenship, citizenship education, ideological and political education and moral education are defined. The framework of the study and the approaches applied are introduced in detail. The main approaches taken in this thesis are the approach of document analysis, the combination of history and logic approach and the approach of comparison.Chapter Two dealt with the historical evolution of British citizenship education in primary and middle schools. The emphasis is mainly on the literature review of British citizenship in primary and middle schools. The evolution is mainly divided into three stages: the stage of vague notion (from 16th century to the mid 18th century), the individual establishment stage (the late 18th century to the end of 19th) and the folk advocating stage (the beginning of 20th to the end the 1970s). The author further introduced the process of development of the British Citizenship education since 1980s. During this period, it mainly underwent three stage, namely, the government avocation stage (the beginning of 1980s to 1988), the government planning stage (from 1988 to 1999) and the formal implementing stage (since 2000).In Chapter Three, the author offered a detailed comment of“the Cricket Report”. With the introduction and comment on this blueprint of the Citizenship education policy of the Labor Party, the author introduced the background of the emergence of the Report, the process of the emergence and its main content. At the end of this chapter the author analyzed the contribution of the Cricket Report to British citizenship education in primary and middle schools, at same the time the author pointed out the main problems in the Report.In Chapter Four, the elements that influenced the British citizenship education in the primary and middle schools are analyzed respectively. The analysis is mainly from the following perspectives: the tradition of liberalism, social citizenship culture, the political participation of different parties, the view of the citizenship qualifications, the citizenship education thought and the trends of the citizenship education of the world. In Chapter Five, the analysis focused on the present situation of British citizenship education in primary and middle schools. On the basis of the introduction of the goal, content and implementing means of British citizenship education in primary and middle schools, the author analyzed the background of the social systems and the problems concerning problems in the implementation of citizenship education in schools. It is pointed out that trend of British citizenship education in primary and middle schools will lie in the emphasizing of diversity, focusing on the education of“the core British value”, attention to obtain the feedback of the students, strengthening of the training of the headmasters and teachers, promoting of the citizenship education by all means and adding citizenship education to the exam content in the GCSE.In Chapter Six, through the analysis of the unique characteristics of British citizenship education in primary and middle schools since 1980s, the author pointed out that being compulsory, evolutionary, contradictory, religious and integrity are the main characteristics of British citizenship education in primary and middle schools since 1980s.Chapter Seven summarized the enlightenments of British citizenship education in primary and middle schools to the citizenship education in primary and middle schools in our country: the government direction is the guarantee of the citizenship education in primary and middle schools; the construction of citizenship education curriculum should be strengthened; citizenship education should be underwent by various means; citizenship education should be carried out by the combined efforts of schools, families and the society, with the schools being the main site; importance should be attached to the cultivation of citizenship consciousness; further the education of the core value of the society; spread the distinguished traditional culture of the nation; highlight the construction of the faculties of citizenship education.Based on the systematic research on the British citizenship education, the author of the dissertation puts forward some constructive advice on the citizenship education in the middle and primary schools in our nation, this is also where the main contribution and the innovative points of this dissertation lie in.更多还原