【摘要】：美國是較早實(shí)施公民教育的國家。美國公民教育深植于正式的學(xué)校教育中,將課程作為實(shí)施公民教育的主要載體。在美國,系統(tǒng)性的公民教育課程主要存續(xù)于基礎(chǔ)教育和中等教育階段,這段時(shí)期是公民的道德品格和行為習(xí)慣形成的基礎(chǔ)性階段,對(duì)于“好公民”的形成至關(guān)重要。 至今為止,美國公民教育課程已有百余年的發(fā)展歷史。從19世紀(jì)發(fā)展到今天,課程形式從最初的歷史和公民學(xué)課程,發(fā)展為以社會(huì)科課程為主。課程結(jié)構(gòu)漸趨復(fù)雜,從單科性課程發(fā)展為多科性、綜合性課程體系。課程功能也趨向融合,從單一的愛國主義價(jià)值觀教育,發(fā)展為社會(huì)科學(xué)領(lǐng)域的認(rèn)知教育,直到形成今天的融合性公民能力教育。可以說,在長期發(fā)展和變革中,美國公民教育課程積累了豐富經(jīng)驗(yàn),形成了明確的教學(xué)理念、完善的內(nèi)容體系和實(shí)效性的教學(xué)方式,具有一定的理論和實(shí)踐研究價(jià)值。美國公民教育課程的形成并不是自然而然的,而是教育理論與社會(huì)現(xiàn)實(shí)融合的過程,是聯(lián)邦意志與州權(quán)博弈的過程,它的歷史發(fā)展受到某種客觀規(guī)律的驅(qū)動(dòng)。 本文基于長波段視角,依據(jù)美國公民教育的理念變化和課程改革節(jié)點(diǎn),將美國公民教育課程的歷史發(fā)展劃分為三個(gè)階段：(1)自1776年至1916年社會(huì)科課程設(shè)立。在此期間,美國學(xué)校所實(shí)施的是狹義的公民教育。為了維護(hù)新生國家統(tǒng)一,促進(jìn)民眾對(duì)資本主義政治制度的接受與認(rèn)同,公民教育課程致力于傳承盎格魯撒克遜民族文化和資產(chǎn)階級(jí)政治文化。圍繞這個(gè)目標(biāo),美國公民教育課程注重宣揚(yáng)愛國主義、促進(jìn)國家認(rèn)同。但是,課程的形式與結(jié)構(gòu)比較單一,主要以歷史、英語讀寫和公民學(xué)單科性課程為主。課程內(nèi)容集中在歷史與清教倫理,主要講授建國時(shí)期的歷史事件和英雄人物,或者灌輸自由、統(tǒng)一、愛國、勤勞等世俗化宗教精神和道德。在教學(xué)方式上,受當(dāng)時(shí)教育條件限制,主要以說教和灌輸式方法為主。(2)自1916年社會(huì)科設(shè)立至80年代。在進(jìn)步主義教育運(yùn)動(dòng)推動(dòng)下,美國學(xué)校教育開始關(guān)注社會(huì)需求、塑造人的社會(huì)屬性。反映在公民教育課程方面,1916年新設(shè)立的“社會(huì)科”成為學(xué)校實(shí)施公民教育的主要載體。社會(huì)科是一門傘狀的多科性課程,教學(xué)內(nèi)容覆蓋歷史、地理、公民學(xué)、經(jīng)濟(jì)等社會(huì)科學(xué)領(lǐng)域知識(shí),致力于培養(yǎng)學(xué)生對(duì)社會(huì)的理解能力。在國家教育委員會(huì)推動(dòng)一下,社會(huì)科在各州的中小學(xué)校廣泛應(yīng)用,成為美國學(xué)校公民教育的主要課程,這種狀況一直持續(xù)到二戰(zhàn)后。二戰(zhàn)后,在冷戰(zhàn)思維主導(dǎo)下,聯(lián)邦政府推動(dòng)了“新社會(huì)科運(yùn)動(dòng)”,通過加大對(duì)社會(huì)科課程教學(xué)項(xiàng)日的研發(fā)和資助力度,試圖推動(dòng)學(xué)校課程的教學(xué)改革,以快速培養(yǎng)具有國家認(rèn)同的“戰(zhàn)時(shí)公民”,并建立在社會(huì)科學(xué)領(lǐng)域的人力資源儲(chǔ)備。在當(dāng)時(shí)看來,此次改革成效并不顯著。總的來說,這個(gè)階段的美國公民教育課程結(jié)構(gòu)漸趨合理,教學(xué)內(nèi)容也更加豐富,在強(qiáng)調(diào)知識(shí)講授的同時(shí),也開始關(guān)注提升認(rèn)知思維能力。(3)自20世紀(jì)80年代至今,美國公民教育課程發(fā)生了較大變化。在美國民權(quán)運(yùn)動(dòng)激發(fā)下,民眾的公民意識(shí)開始覺醒,參與社會(huì)和政治活動(dòng)的熱情迸發(fā),導(dǎo)致大規(guī)模和非制度性的政治參與活動(dòng)頻繁發(fā)生,并嚴(yán)重影響到資本主義政治制度和社會(huì)的穩(wěn)定。在這種情況下,美國學(xué)校公民教育理念開始發(fā)生轉(zhuǎn)變,以前培養(yǎng)“被動(dòng)”或“服從”型公民的教育已經(jīng)不能適應(yīng)社會(huì)的發(fā)展,要求建構(gòu)一種培養(yǎng)“主動(dòng)公民”的教育,使學(xué)生以積極和理性的態(tài)度參與公共生活,通過對(duì)話與合作解決日益嚴(yán)峻的社會(huì)問題。在90年代的美國“標(biāo)準(zhǔn)化”教育運(yùn)動(dòng)后,美國相繼制定了社會(huì)科、公民學(xué)與政府等課程國家標(biāo)準(zhǔn),并通過立法和經(jīng)費(fèi)劃撥等方式推動(dòng)各州制定和實(shí)施相應(yīng)的州級(jí)課程標(biāo)準(zhǔn),從而推動(dòng)全國性公民教育目標(biāo)的實(shí)現(xiàn)。社會(huì)科課程國家標(biāo)準(zhǔn)明確指出：“公民教育的關(guān)鍵是公民能力培養(yǎng),在民主和多元美國社會(huì),公民教育就是促使學(xué)生形成主動(dòng)維護(hù)公共利益的的意愿,并為此付諸“知情”且“理性”的公民行動(dòng)”。這意味著美國公民教育課程的功能目標(biāo)已經(jīng)轉(zhuǎn)向培養(yǎng)主動(dòng)參與公共生活的現(xiàn)代公民。教學(xué)內(nèi)容更加具有綜合性特征,包括公民認(rèn)知、參與技能與公民品格三個(gè)維度,涵蓋歷史、公民學(xué)與政府、地理、經(jīng)濟(jì)、自然科學(xué)等眾多領(lǐng)域。教學(xué)方式更加注重培養(yǎng)學(xué)生的自主體驗(yàn)與社會(huì)實(shí)踐能力,通過構(gòu)建“學(xué)校-家庭-社區(qū)”的公民教育體系,采用以服務(wù)學(xué)習(xí)、爭議問題討論、合作學(xué)習(xí)等多樣化實(shí)踐教學(xué)方式,系統(tǒng)地培養(yǎng)“主動(dòng)”公民。 本文運(yùn)用了模式研究、歷史與文獻(xiàn)分析等研究方法,分別對(duì)上述三個(gè)發(fā)展階段中美國公民教育課程的功能目標(biāo)、理論基礎(chǔ)、課程教學(xué)內(nèi)容與結(jié)構(gòu)、教學(xué)方式、教育環(huán)境和支持系統(tǒng)等要素進(jìn)行深入分析,凝練出各階段的美國公民教育課程模式。模式是從經(jīng)驗(yàn)或事實(shí)中經(jīng)抽象和升華提煉出的知識(shí)體系。課程模式是對(duì)課程整體和要素的一種簡約且凝練的表達(dá)方式。美國公民教育課程模式具有鮮明的主題特征、特定的課程功能與結(jié)構(gòu),最能綜合反映出美國公民教育的價(jià)值取向、教育理論與教學(xué)實(shí)踐。在以上論述的基礎(chǔ)上,本文認(rèn)為,美國公民教育課程相繼經(jīng)歷了“文化移植”、“社會(huì)學(xué)習(xí)”和“主動(dòng)公民”模式三個(gè)發(fā)展階段。 此外,本文還基于公民身份理論的視角,深入發(fā)掘美國公民教育課程模式的歷史與演變邏輯。認(rèn)為自由主義和共和主義是解釋美國公民身份的兩大理論,它們經(jīng)歷了從古典自由主義、現(xiàn)代自由主義到共和主義的歷史變遷,并在不同時(shí)期交替主導(dǎo)美國公民教育理念。這意味著在不同的歷史階段,美國社會(huì)所倡導(dǎo)的公民觀也相應(yīng)地發(fā)生變化,分別從自由放任的“被動(dòng)”公民觀,發(fā)展為國家有限干預(yù)的“服從”公民觀,直到上世紀(jì)80年代后形成的“主動(dòng)”公民觀。這種理論變遷使公民教育課程的理論與教學(xué)實(shí)踐發(fā)生相應(yīng)的轉(zhuǎn)變,從而驅(qū)動(dòng)美國公民教育課程模式的發(fā)展。 全文內(nèi)容包括六個(gè)部分。 第一章緒論部分。首先回答本文選擇美國公民教育課程模式作為研究問題的原因。根據(jù)選題,本文系統(tǒng)性闡述現(xiàn)有的國內(nèi)外相關(guān)研究,具體包括美國公民教育及課程的史學(xué)研究、美國公民教育及課程的相關(guān)理論研究、美國公民教育課程教學(xué)的相關(guān)研究,以及公民教育課程模式分析框架的相關(guān)研究。在此基礎(chǔ)上,提出本文所具有的理論和實(shí)踐研究意義,并針對(duì)性地提出研究目標(biāo)、研究思路和方法,指出可能存在的研究創(chuàng)新點(diǎn),為深入研究做好鋪墊。 第二章論述美國公民教育課程模式的分析基礎(chǔ)。結(jié)合選題,初步討論了與美國公民教育課程模式相關(guān)的基礎(chǔ)性概念和理論,選擇公民、公民身份、美國公民教育、社會(huì)科等基礎(chǔ)性概念進(jìn)行深入剖析。在此基礎(chǔ)上,依據(jù)美國公民教育理念變化和學(xué)校課程改革的歷史節(jié)點(diǎn),分別將1776至1916年、1916至1980年,以及1980至今作為美國公民教育課程模式所經(jīng)歷的三個(gè)不同發(fā)展階段。在此基礎(chǔ)上,本文進(jìn)而提出美國公民教育課程模式的研究框架。 第三章研究建國至1916年的美國公民教育課程模式。本文客觀論述了這段歷史時(shí)期的分析美國公民教育課程的理論基礎(chǔ)、功能目標(biāo)、教育內(nèi)容與結(jié)構(gòu)、教學(xué)方式和特征等,在此基礎(chǔ)上,分析美國公民教育課程在宣揚(yáng)愛國主義,實(shí)施“美國化”教育和促進(jìn)國家認(rèn)同中的積極作用,并指出在美國公民教育課程所承擔(dān)繼承美國民族文化和傳播政治文化中的積極作用。最后歸納出這段時(shí)期的美國公民教育課程采取了“文化移植”模式。 第四章論述1916年至80年代的美國公民教育課程模式。1916年在美國公民教育史上具有里程碑意義。這一年新設(shè)立的社會(huì)科課程具有多科性特征,其教學(xué)內(nèi)容涵蓋歷史、英語讀寫、公民學(xué)和地理等單科性課程,是這段時(shí)期美國學(xué)校公民教育的主要課程形式。本文深入分析了社會(huì)科的形成以及相關(guān)的理論爭辯,指出社會(huì)科倡導(dǎo)一種對(duì)人類社會(huì)的理解與能力教育,致力于塑造人的社會(huì)屬性,滿足社會(huì)的發(fā)展需求。社會(huì)科的這種特性在冷戰(zhàn)時(shí)期的“新社會(huì)科運(yùn)動(dòng)”中得到強(qiáng)化,在對(duì)“新社會(huì)科運(yùn)動(dòng)”進(jìn)行詳細(xì)闡釋之后,本文分析和歸納了公民教育課程的主要理論依據(jù)、教學(xué)內(nèi)容、教學(xué)方式和主要特征,指出這階段美國公民教育課程模式明顯早現(xiàn)出“社會(huì)學(xué)習(xí)”主題特征。 第五章研究20世紀(jì)80年代至今的美國公民教育課程模式。首先,分析美國公民身份理論轉(zhuǎn)變的歷史背景,論述共和主義為自由主義公民身份理論提供一種有益的補(bǔ)充資源。在此基礎(chǔ)上分析共和主義公民身份理論對(duì)美國公民教育理念和實(shí)踐的影響,指出共和主義公民身份所倡導(dǎo)的“主動(dòng)”公民觀具有建構(gòu)性意義,它鼓勵(lì)公民以主動(dòng)和理性的態(tài)度參與資本主義政治制度的運(yùn)轉(zhuǎn)中。在這種觀點(diǎn)影響一下,作為美國公民教育的主要課程,社會(huì)科的課程目標(biāo)致力于培養(yǎng)綜合性的公民能力,鼓勵(lì)學(xué)生以維護(hù)“公共善”為出發(fā)點(diǎn),主動(dòng)地進(jìn)行政治和社會(huì)參與,掌握與“理性參與”相關(guān)的知識(shí)和道德。教學(xué)內(nèi)容包括公民認(rèn)知、參與技能和公民品格的三個(gè)維度,并形成以十大主題軸為中心,覆蓋歷史、地理、公民學(xué)和經(jīng)濟(jì)等課程的知識(shí)體系。教學(xué)方式重視服務(wù)學(xué)習(xí)、志愿者服務(wù)等多樣性的社會(huì)實(shí)踐途徑。本文在分析美國教育“標(biāo)準(zhǔn)化運(yùn)動(dòng)”后指出,作為學(xué)校公民教育的載體,社會(huì)科等課程國家標(biāo)準(zhǔn)的制定和實(shí)施,實(shí)際上是政府意志問接主導(dǎo)學(xué)校教育的結(jié)果,其最終目的是通過教導(dǎo)公民進(jìn)行理性的參與,使資本主義政治體系獲得民主的“合法性”基礎(chǔ)。最后,本章認(rèn)為,20世紀(jì)80年代后美國公民教育是“主動(dòng)公民”課程模式,具有內(nèi)容融合性、文化包容性和能力綜合性等特征。 第六章總結(jié)美國公民教育課程模式的歷史發(fā)展和邏輯。討論了美國公民身份理論的變遷,以及對(duì)學(xué)校公民教育理念和教學(xué)實(shí)踐的影響,深入發(fā)掘了美國公民教育課程模式發(fā)展的驅(qū)動(dòng)力。認(rèn)為公民身份理論支配著美國公民教育課程的功能目標(biāo),對(duì)教學(xué)內(nèi)容、教學(xué)方式等產(chǎn)生決定性影響。而且,隨著公民權(quán)利的發(fā)展,公民身份呈現(xiàn)出民主性或民族性趨向,使公民教育課程表現(xiàn)出不同的特征。另外,多元化公民身份也在很大程度上豐富了美國公民教育的教學(xué)實(shí)踐。最后,本文對(duì)美國公民教育課程模式的合理性與局限性作出了判斷。
[Abstract]:Citizenship education in the United States is deeply rooted in formal school education and takes curriculum as the main carrier of civic education. In the United States, systematic civic education curriculum mainly exists in the basic and secondary education stages, which are the basis for the formation of citizens'moral character and behavior habits. Sexual stage is crucial to the formation of "good citizens".
Up to now, the civic education curriculum in the United States has a history of more than 100 years. From the 19th century to today, the form of the curriculum has changed from the original history and civics curriculum to the social curriculum. The curriculum structure is becoming more and more complex, from the single-subject curriculum to the multi-subject curriculum, and the comprehensive curriculum system. The education of patriotic values has developed into a cognitive education in the social sciences until today's integrated civic competence education. It can be said that in the long-term development and reform, the American civic education curriculum has accumulated rich experience, formed a clear teaching concept, perfect content system and effective teaching methods, with a certain degree of experience. The formation of civic education curriculum in the United States is not a natural process, but a process of integration of educational theory and social reality, a process of game between federal will and state power, and its historical development is driven by some objective laws.
Based on the Long-band perspective, this paper divides the historical development of American civic education curriculum into three stages according to the change of American civic education concept and the node of curriculum reform: (1) Social Studies Curriculum was established from 1776 to 1916. During this period, American schools implemented civic education in a narrow sense. Civic education curriculum aims to inherit Anglo-Saxon national culture and bourgeois political culture. Around this goal, American civic education curriculum focuses on promoting patriotism and promoting national identity. However, the form and structure of the curriculum is relatively simple, mainly in history and English. Writing and Citizenship is a single-subject course. It focuses on history and Puritan ethics. It mainly teaches historical events and heroes during the founding of the People's Republic, or instills secular religious spirits and morals, such as freedom, unity, patriotism and diligence. From 1916 to the 1980s, social science was established in the United States. Promoted by the progressive education movement, American school education began to pay attention to social needs and shape people's social attributes. It covers social sciences such as history, geography, citizenship, economics and so on. It aims to cultivate students'understanding of society. Promoted by the National Education Commission, social sciences have been widely used in primary and secondary schools in various states and become the main curriculum of civic education in American schools. This situation persisted until after World War II. Under the guidance of the Cold War mentality, the federal government promoted the New Social Science Movement, which tried to promote the reform of school curriculum by increasing the research and development of social science curriculum and funding, so as to rapidly cultivate nationally recognized "war citizens" and establish a reserve of human resources in the field of social science. Overall, the curriculum structure of civic education in the United States has become more reasonable and the content of the curriculum has become richer. While emphasizing knowledge teaching, it has also begun to focus on improving cognitive thinking ability. (3) Since the 1980s, the curriculum of civic education in the United States has undergone major changes. Inspired by the movement, the public's civic consciousness began to awaken, and the enthusiasm to participate in social and political activities burst out, leading to large-scale and non-institutional political participation activities frequently occur, and seriously affect the political system of capitalism and social stability. The education of passive or obedient citizens has been unable to adapt to the development of society. It is necessary to construct an education to cultivate active citizens so that students can participate in public life with a positive and rational attitude and solve increasingly serious social problems through dialogue and cooperation. After the American "standardization" education movement in the 1990s, the United States has become more and more important. The national standards for social studies, civics and government courses have been formulated, and the relevant state-level curriculum standards have been enacted and implemented through legislation and financial allocation, thus promoting the realization of the goal of National Civic education. Citizenship education is to promote students'willingness to take the initiative to safeguard public interests and to put it into "informed" and "rational" civic action in a pluralistic American society. Sexual characteristics, including citizen cognition, participation skills and citizen character, cover history, citizenship and government, geography, economics, natural sciences and many other fields. Controversial issues, cooperative learning and other diversified practice teaching methods, systematically cultivate "active" citizens.
This paper makes a thorough analysis of the functional objectives, theoretical basis, curriculum content and structure, teaching methods, educational environment and support system of American civic education curriculum in the above three stages by using the methods of model study, history and literature analysis, and condenses the curriculum model of American civic education in each stage. The curriculum model is a concise and concise expression of the whole and elements of the curriculum. The curriculum model of American citizenship education has distinct thematic characteristics, specific curriculum functions and structure, which can best reflect the value orientation of American citizenship education. On the basis of the above discussion, this paper argues that the civic education curriculum in the United States has gone through three stages: cultural transplantation, social learning and active citizenship.
In addition, based on the perspective of citizenship theory, this paper explores the historical and evolutionary logic of the curriculum model of American citizenship education.Liberalism and republicanism are the two major theories explaining American citizenship, which have undergone the historical changes from classical liberalism, modern liberalism to republicanism, and in different periods. This means that the concept of citizenship advocated by American society has changed correspondingly in different historical stages, from the laissez-faire concept of "passive" citizenship to the limited state intervention concept of "obedient" citizenship until the "active" concept of citizenship formed in the 1980s. The change makes the theory and practice of civic education curriculum change correspondingly, which drives the development of American civic education curriculum model.
The full text includes six parts.
The first chapter is the introduction. First of all, the reason why this paper chooses the American civic education curriculum model as the research question is answered. According to the selected topic, this paper systematically elaborates the existing domestic and foreign related research, including the American civic education and curriculum history research, the American civic education and curriculum related theory research, the American civic education curriculum. On this basis, this paper puts forward the theoretical and practical significance of the study, puts forward the research objectives, research ideas and methods, points out the possible research innovations, and paves the way for further research.
Chapter Two discusses the analysis basis of the American civic education curriculum model.Combining with the selected topic,the paper discusses the basic concepts and theories related to the American civic education curriculum model,and makes an in-depth analysis of the basic concepts such as citizenship,citizenship,American civic education and social science. And the historical node of school curriculum reform, respectively, 1776 to 1916, 1916 to 1980, and 1980 to date as the United States civic education curriculum model experienced three different stages of development.
The third chapter studies the curriculum model of American citizenship education from the founding of the People's Republic of China to 1916. This paper objectively discusses the theoretical basis, functional objectives, educational content and structure, teaching methods and characteristics of American citizenship education curriculum in this historical period. On this basis, it analyzes that American citizenship education curriculum is promoting patriotism and implementing Americanization. "Education and promotion of national identity in the positive role, and pointed out that civic education curriculum in the United States to inherit the United States national culture and disseminate the positive role of political culture.
Chapter Four discusses the curriculum model of American citizenship education from 1916 to the 1980s.1916 is a milestone in the history of American citizenship education.The new curriculum of Social Sciences in this year has multi-disciplinary characteristics.Its teaching content covers history,English reading and writing,citizenship and geography,etc. This paper makes a thorough analysis of the formation of Social Sciences and the relevant theoretical debates, and points out that social sciences advocate an education of understanding and ability to human society, which aims to shape human social attributes and meet the needs of social development. After explaining the "New Social Science Movement" in detail, this paper analyzes and summarizes the main theoretical basis, teaching content, teaching methods and main features of the civic education curriculum, and points out that the civic education curriculum model in the United States manifests the theme of "social learning" early.
The fifth chapter studies the curriculum model of American citizenship education from the 1980s to the present. Firstly, it analyzes the historical background of the transformation of American citizenship theory, and discusses that republicanism provides a useful supplementary resource for liberal citizenship theory. Under the influence of practice, it is pointed out that the "active" concept of citizenship advocated by republican citizenship is constructive and encourages citizens to participate actively and rationally in the operation of the capitalist political system. Students are encouraged to take the initiative to participate in politics and society in order to master the knowledge and morality related to rational participation. The content of the course includes three dimensions: citizen cognition, participation skills and citizen character, and forms ten thematic axes centered on history, geography, citizenship and citizenship. The knowledge system of courses such as economics. The teaching method pays attention to service learning, volunteer service and so on. After analyzing the "standardization movement" of American education, this paper points out that as the carrier of School Civic education, the formulation and implementation of the national standards of social science and other courses are actually the government's will to take over the leading school teaching. The ultimate goal of education is to make the capitalist political system democratic by educating citizens to participate rationally.
【學(xué)位授予單位】：中國地質(zhì)大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2014
【分類號(hào)】：D771.2

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