Political Education in a Democracy: the Implications for Teacher Education

Abstract

The relationship between prior field experience and professional development has been frequently documented in teacher education (Denton, 1982; Calderhead, 1988). There is less research, however, which has explored the relationship between students' prior experiences and their initial images of teaching and professional development. This paper outlines some, findings from a UFC research project into experiential learning in higher education. It concentrates specifically on teacher education and focuses primarily upon the experiences of student teachers prior to their professional training. The paper examines the extent to which prior experiences influence students' images of teaching and professional development. It describes the nature of those experiences and explores the relationship between prior experience and students' preconceptions about professional development.     

《民主主义与教育》对小学课堂教学的意义

《民主主义与教育》中的很多思想对当前的教学工作具有指导意义,促进教师对师生关系和课堂教学本质等方面进行理解,鼓励教师给学生提供兴趣支持,让学生在知识教育中得到成长的保障。主要分析它对当前小学教育所呈现的指导意义,思考教师如何在其思想指导下构建更高层面的小学课堂,让学生可以在接受知识教育的过程中又能实现健康成长。通过本研究,希望可以对该书中的教育思想和内涵进行正确解读,将其容入小学课堂,构建更高水准的课程教育。     

Deliberative Democracy, Diversity and the Challenges of Citizenship Education

For democracies to thrive, citizens have to be taught to be democrats. How do people learn to be democrats in circumstances of diversity and plurality? We address this question via a discussion of three models of deliberative democracy: public reason (as exemplified by Rawls), discursive democracy (as exemplified by Benhabib) and communicative democracy (as exemplified by Young). Each of the three theorists contributes to an account of how to educate citizens by teaching talk. Against a commonly held assumption that the protection of diversity in a pluralist democracy requires a thin conception of citizenship education, we defend a thick conception that simultaneously fosters autonomy and participation without sacrificing tolerance of diversity.     

Deliberative Democracy,Diversity and the Challenges of Citizenship Education

For democracies to thrive, citizens have to be taught to be democrats. How do people learn to be democrats in circumstances of diversity and plurality? We address this question via a discussion of three models of deliberative democracy: public reason (as exemplified by Rawls), discursive democracy (as exemplified by Benhabib) and communicative democracy (as exemplified by Young). Each of the three theorists contributes to an account of how to educate citizens by teaching talk. Against a commonly held assumption that the protection of diversity in a pluralist democracy requires a thin conception of citizenship education, we defend a thick conception that simultaneously fosters autonomy and participation without sacrificing tolerance of diversity.     

基于生活化思维下的初中政治教学模式探究

初中政治课在学生价值观形成方面发挥着不可替代的作用,能够逐渐使学生具有高尚的道德情操,远大的政治抱负。但传统的教学方法已无法满足时代发展的客观要求,需要采用新的教学方法。在这种情况下,生活化教学方法成为了最好的选择。因此,教师应积极思考在初中政治教学中运用生活化思维的深远意义。     

法国学校公民教育浅析

法国学校公民教育的近代传统丰厚，公民教育的组织化程度高，其人权教育的地位突出。教学目标的中心是强调把学生培养成既有社会责任心，又能行使自己公民权利的理想社会公民。其内容包括三个方面：民主国家的基本价值观和法律知识；各种国家的政治制度；法国在世界事务中的地位和作用。相应的教育实施有相当部分是在课堂和学校活动中进行的，同时也建立了系统的公民教育社会参与机制。     

Teaching for Democracy in Higher Education

Britain, South Africa and Russia all have national policies that acknowledge that higher education should play a role in the development of democracy. This paper reports how a group of teaching staff in British, South African and Russian universities view the relationships between their teaching and their understandings of its democratic purposes. There are some common ways in which the relationship between teaching and democracy is understood. These point towards a concern for greater equality between teachers and learners. There is also a widely held view that globalisation may impact in ways which are counter to lecturers' educational and democratic purposes. However, the different cultures and histories of the countries heavily influence such understandings. The study suggests that professional development of university teachers might pay more attention to the democratic purposes of higher education.     

Political Liberalism and Citizenship Education: Towards Curriculum Reform

This paper is concerned with Rawls' (1993) account of an overlapping consensus and recent proposals to introduce citizenship education in parts of the UK. It is argued that both Rawls and the proposals mistake the significance and nature of such a consensus. Partly as a result of this mistake the proposals are insufficiently radical.     

关于农民环境弱势群体与公民教育的思考

伴随着现代化、工业化进程的加快,我国农民环境弱势群体问题也日益受到广泛关注.然而,由于当前整个社会公民意识的匮乏,使得弱势群体很难得到应有的补偿.为了实现弱势群体问题的解决,我们应加强公民教育,提高社会全体的公民意识;发展公民参与,拓宽社会成员民主参与的途径;建设公民文化新氛围,促成公民社会.     

多元文化境遇中的公民资格观与公民教育观——加拿大公民教育实践探析

加拿大作为多民族和多元文化的马赛克国度,在公民教育中秉承自由主义的多元文化主义公民资格观——差异的公民资格以及国家认同与族群认同并重的公民教育观,并将此理念贯彻落实在公民教育的实践中,通过公民教育实现了国家认同与族群身份的有机统一。对于同样面临多元文化和民族差异问题的中国来说,加拿大的公民教育理念及实践具有一定的参考和借鉴意义。     

课程改革对政治学科教育学的冲击及其对策

当前中学政治学科教育学由于历史的原因存在着不少问题，例如知识本位的价值取向、教学内容滞后以及学科教育学教师角色意识模糊等，这与当前正在进行的基础教育课程改革的要求不相适应。面对中学政治课新课程的冲击，政治学科教育学应该在教学理念、理论联系实际等方面加大改革力度，以便更加贴近中学政治课的新课程，为中学政治教师的职前培养做出应有的贡献。     

《科瑞克报告》对英国中小学公民教育的影响

1997年,以布莱尔为首的英国工党上台执政。布莱尔政府对英国公民教育进行了全面改革,《科瑞克报告》是布莱尔政府改革公民教育的重要蓝本。《科瑞克报告》由三部分组成,第一部分是引言,第二部分对改革英国公民教育提出了13条建议,第三部分说明了初等、中等学校实施公民教育的框架。《科瑞克报告》在英国公民教育发展史上具有里程碑意义,但是,报告本身也存在着一些问题。     

“发现民主”计划:澳大利亚公民教育的课程改革

在1989年至1996年公民教育发展的基础上,澳大利亚于1997至2004年间进行了为期8年的公民教育课程改革--"发现民主"计划.计划的实施包括成立执行机构、开发教材与资料、进行教师专 业发展、开展阶段性评估四方面.计划开发了有效的公民教育资料、开展了教师专业发展和适时的评估、也为公民教育的进一步发展提供了物质和精神动力.     

回顾与展望:日本中小学公民教育管窥

尽管日本在"二战"后非常重视学校公民教育的开展,但时至今日,其学校公民教育却发展得仍然不够充分。在回顾日本学校公民教育发展历程的基础上,分析其学校公民教育的政策制定、价值目标、课程实施及地位影响,探究其学校公民教育存在的问题,并展望其未来发展,有助于我们进一步了解日本学校公民教育的特质与局限性,也为我国学校公民教育的开展提供参考与镜鉴。     

高职院校思想政治教育校园文化环境研究

思想政治教育离不开客观环境,它既受客观环境的影响和制约,又反作用于客观环境。高职院校思想政治教育校园文化环境是高职学生思想品德能力形成和发展的重要因素,因此,了解高职思想政治教育校园文化环境的内涵和特征;认识高职院校思想政治教育校园文化环境优化的效用;剖析思想政治教育校园文化环境存在的问题;找出高职院校思想政治教育校园文化环境优化的对策是提高思想政治教育实效性的重要途径。