本文關(guān)鍵詞：當(dāng)代中國公民教育的取向發(fā)展及其現(xiàn)實(shí)性研究　出處：《東北師范大學(xué)》2013年博士論文　論文類型：學(xué)位論文

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【摘要】：公民教育是世界各國普遍開展的一項(xiàng)教育實(shí)踐活動。新中國成立以后到改革開放前,我國的公民教育基本被政治教育所取代,沒有得到真正意義上的發(fā)展。當(dāng)代中國公民教育真正意義上的開展是在改革開放以后。黨和國家的一系列重要文件對公民教育都有過明確的要求和規(guī)定。在中小學(xué)的課程體系中開展了公民教育。研究當(dāng)代中國公民教育的實(shí)踐,我發(fā)現(xiàn)在國家發(fā)展的不同時(shí)期對公民和公民教育的要求是不同的。這就是公民教育的取向發(fā)展。而不同的公民教育要求的背后是社會需要的不同,公民發(fā)展水平的制約以及社會可容納程度的差異。這就是公民教育取向發(fā)展的現(xiàn)實(shí)性。本文試圖對當(dāng)代中國的公民教育發(fā)展做出三個(gè)階段的劃分,認(rèn)為公民教育的發(fā)展經(jīng)歷了公民素質(zhì)教育、公民道德教育、公民意識教育三個(gè)階段。在不同的發(fā)展階段,公民教育的要求是不同的,這是公民教育的取向及其發(fā)展。研究公民教育取向的發(fā)展其目的是揭示公民教育取向發(fā)展的現(xiàn)實(shí)性,為我國公民教育的現(xiàn)實(shí)性開展提出現(xiàn)實(shí)性的構(gòu)想。對此,本文圍繞著五個(gè)方面展開論述： 第一章公民教育的一般理論研究。公民教育是對公民的教育,是關(guān)于公民的教育,是關(guān)于如何做個(gè)好公民的教育。公民教育與思想政治教育內(nèi)容范圍不同,教育要求不同。通過研究公民教育的一般理論,將公民教育與思想政治教育做以比較,能清楚地鑒別出當(dāng)代中國哪些教育是公民教育,其與思想政治教育的關(guān)系如何。公民教育具有全民性、終身性、多樣性、時(shí)代性和政治性的特征。從本質(zhì)和特征兩個(gè)角度研究公民教育,是本文的基礎(chǔ)性工作,是本文研究得以開展的理論基礎(chǔ)。 第二章當(dāng)代中國公民教育取向的發(fā)展階段。公民教育的取向發(fā)展階段及其現(xiàn)實(shí)性是本文研究的核心部分。本章首先交代清楚什么是公民教育的取向,什么是公民教育取向的發(fā)展,劃分公民教育取向發(fā)展的依據(jù)是什么。本文以國家提出公民教育的背景性文件為標(biāo)準(zhǔn)將當(dāng)代中國的公民教育劃分為公民素質(zhì)教育階段(二十世紀(jì)八十年代中期至二十世紀(jì)末)、公民道德教育階段(2001年至十七大以前)和公民意識教育階段(2007年十七大至今)三個(gè)階段。在這三個(gè)階段國家分別強(qiáng)調(diào)公民素質(zhì)教育、公民道德教育和公民意識教育,表明我國公民教育的發(fā)展是一個(gè)由低級到高級、由邊緣到內(nèi)核的發(fā)展過程。 第三章公民教育取向發(fā)展的國際借鑒。本章分別從東方和西方選擇了兩個(gè)國家作為國際借鑒的對象,即英國、美國、日本和新加坡。首先本文認(rèn)為以上四國其公民教育發(fā)展的階段性很明顯,并詳細(xì)劃分了以上四國公民教育取向發(fā)展的階段。在此基礎(chǔ)上,我發(fā)現(xiàn)公民教育是社會現(xiàn)實(shí)需要的反映,而公民自身的水平和現(xiàn)狀切實(shí)影響了公民教育取向的轉(zhuǎn)換。 第四章當(dāng)代中國公民教育的現(xiàn)實(shí)性思考。本章是前文研究的結(jié)論,也是本文研究的核心之一,更加是本文研究的皈依所在。本文認(rèn)為,首先公民教育因社會需要而產(chǎn)生。公民教育出生于社會需要,公民教育取向的發(fā)展也源于國家和社會發(fā)展的需要。同時(shí),社會現(xiàn)實(shí)制約公民教育的發(fā)展。社會現(xiàn)實(shí)是確定公民教育目標(biāo)的根據(jù),社會現(xiàn)實(shí)為公民教育提供條件和物質(zhì)支持,政治需要是公民教育發(fā)展的一貫動力。其次,公民自身的水平和發(fā)展程度是公民教育發(fā)展的對象性制約因素。公民是公民教育的主體核心。公民教育是對公民的教育,是為了公民的教育,是依靠公民的教育。公民的發(fā)展水平也是制約公民教育進(jìn)程的因素。公民現(xiàn)狀是現(xiàn)實(shí)教育的出發(fā)點(diǎn),公民的自我意愿和能力對公民教育進(jìn)程有很大的影響。最后,社會發(fā)展的現(xiàn)實(shí)性滿足是公民教育演進(jìn)的邊界性規(guī)定。公民教育取向是社會現(xiàn)實(shí)的期待,需要社會現(xiàn)實(shí)做好準(zhǔn)備,并且公民教育取向有著社會現(xiàn)實(shí)容納的邊界規(guī)定。 第五章我國公民教育取向的現(xiàn)實(shí)構(gòu)想。理論研究必須服務(wù)于實(shí)踐才能具有價(jià)值。本文提出,首先公民教育取向必須以現(xiàn)實(shí)為基礎(chǔ)�，F(xiàn)實(shí)社會需要是現(xiàn)實(shí)基礎(chǔ)的內(nèi)核,公民發(fā)展水平現(xiàn)狀是現(xiàn)實(shí)基礎(chǔ)的重要參照,還需要社會對公民發(fā)展水平有一定程度的準(zhǔn)備。其次,公民教育的內(nèi)容要體現(xiàn)公民的本質(zhì)。公民知識是現(xiàn)代公民意識教育的基礎(chǔ),公民能力和技巧是現(xiàn)代公民意識教育的重點(diǎn),公民權(quán)利義務(wù)即公民責(zé)任是公民意識教育的核心。當(dāng)然,公民意識教育尤其民族性的特點(diǎn),需要利用其本土資源。最后,公民意識教育的路徑選擇上,應(yīng)以學(xué)生課堂教育為基本渠道,同時(shí)在公民實(shí)踐和法制建設(shè)中進(jìn)行。
[Abstract]:Civic education is an educational practice generally carried out all over the world. After the founding of new China to the reform and opening-up, the citizen education of our country is the basic political education has not been replaced by real development. Chinese contemporary civic education in the true sense of the development after the reform and opening of the party and a series of important documents. The country's civic education have clear requirements and regulations. In primary and secondary school curriculum system to carry out civic education practice. China study of contemporary civic education, I found that in different periods of national development of citizen and civic education requirements are different. This is the orientation of the development of civic education and different. Civic education is behind the requirement of social needs, the development level of citizens and social constraints can accommodate differences. This is the reality of the development. The orientation of citizenship education Try to make a division of the three stages of the development of citizenship education in contemporary China, that the development of civic education through the citizen education, citizen moral education, civic education in three stages. In different stages of development, civic education requirements are different, this is the orientation and development of civil education. The development of citizens the orientation of education whose purpose is to reveal the reality of civic education development orientation, provided ideas realistic for the reality of citizen education in our country carried out. In this regard, this paper focuses on the five aspects:
Study on the general theory of the first chapter of civic education. Civic education is the citizen education is the education of a citizen, is about how to be a good citizen education. The content of civic education and ideological and political education of different education, different requirements. The general theory of the citizen education, citizen education and ideological and political education do in comparison, can clearly identify what education is China contemporary civic education, to its relationship with the ideological and political education. Civic education is universal, lifelong, diversity, age and political characteristics. From the perspective of two citizens of the nature and characteristics of education, is the foundation of this work is. The basis of carrying out this study.
The second chapter Chinese development stage of contemporary civic education orientation. The development orientation of civic education in the stage and reality is the core part of this paper. This chapter first explain what is the orientation of civic education, what is the development orientation of citizenship education, what is the basis for the development of division of civic education orientation. Based on the national background of citizens education file as the standard will be divided into civic education for contemporary China citizen education stage (from the mid twentieth Century to the end of 1980s), the citizen moral education stage (from 2001 to 17th in front) and civic education stage (2007 17 date) three stages. Each emphasize quality education of citizens in these three stages, the citizen moral education and civic education, show that the development of citizenship education in our country is the one from low to high, from the edge to the kernel development Process.
The third chapter of the international reference orientation of citizenship education development. This chapter from the East and the West has chosen two countries as the object of the international reference that Britain, the United States, Japan and Singapore. This paper argues that the first stage of the above four of its civic education development is very obvious, and the detailed structure of the above four stages in the development of civic education.. on this basis, I found that civic education is a reflection of social reality needs, and the citizen level and the status of their real impact transformation orientation of citizenship education.
The fourth chapter is on the contemporary reality of China civic education. This chapter is the conclusion of the study, but also the core of this study, this paper is to place more. In this paper, firstly because of the needs of the society and the citizen education. Civic education was born in social need, need to develop civil education orientation also comes from the country and the development of the society. At the same time, the social reality restricts the development of civic education. The social reality is determined according to the goal of civic education, civic education for the social reality conditions and provide material support, political power has always been to the development of citizenship education. Secondly, the level and degree of development of their own citizens is the object factors restricting the development of citizenship education. Citizens is the core subject of civic education. Civic education is the education of the citizens, in order to citizen education, citizen education is to rely on the development level of citizens is. The factors restricting the process of civic education. Citizen status is the starting point of the reality of education, self willingness and ability of citizens has a great influence on the civic education process. Finally, the reality of social development is to meet the requirements of civic education boundary evolution. Orientation of citizenship education is looking forward to the social reality of the social reality, need to prepare and the orientation of citizenship education with social reality to accommodate the border regulations.
The real idea of the fifth chapter of our civic education orientation. Theoretical research must serve the practice can have value. In this paper, the orientation of citizenship education must be based on reality. The reality of social needs is the realistic foundation of the kernel, current level of development is the realistic foundation of the citizen to reference, but also need the society to a certain extent to the development level of citizens. Secondly, the content of civic education to embody the nature of citizens. The citizen knowledge is the foundation of modern civic education, civic competence and skills is the focus of modern civic education, civic rights and duties that civil liability is the core of civic education. Of course, especially in the National Civic Education Characteristics, needs the use of the local resources. Finally, choose the path of civic education, students should be in the classroom education as the basic channels, while citizens in practice and in the construction of legal system Conduct.

【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2013
【分類號】：D64

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