Civics Education in Taiwan: Values Promoted in the Civics Curriculum

The purpose of this article is to analyze the values intentionally promoted in civics education in junior high schools in Taiwan. The article first examines the antecedents of civics education in Taiwan, then applies content analysis in exploring the values promoted through the curriculum for civics education at junior high school level. The article uses eight categories of values clusters as the framework for analysis, namely: self cultivation, family values, democratic values, civic life and community, economic life, fair government, national identity and social cohesion/diversity. The following findings emerged from this study:

• ? Social cohesion, democratic values, and national identity are emphasized the most in the civics curriculum.

• ? The democratic values promoted in the traditional period are used as a means to distinguish democratic Taiwan from totalitarian Communist China.

• ? Self cultivation is less emphasized than in the traditional period.

• ? National identity is promoted less as a fundamental value than in traditional civics education.

• ? Because of social and environmental change, the new civics education integrates several Western values into the curriculum.

This research was supported by a grant from the Pacific Basin Research Center of Soka University of America.     

Civics Education in Japan: Values Promoted in the School Curriculum

Civics and Social Studies are subjects the Japanese Ministry of Education has designated for civics education in schools. The ‘Courses of Study’ for these subjects, drawn up by the Ministry of Education, list the desired objectives and contents of all Civics‐related courses. The purpose of this article is to analyze the values promoted in the two levels of the civics education curriculum, namely the ‘Courses of Study’ and the approved textbooks. These are analyzed with reference to eight categories, which are: civic life, social cohesion/ diversity, democracy, fair government, economic life, self cultivation, national identity and internationalism.     

Curriculum Policy,Values and Changes in Civics Education in Australia

Civics education in Australia has experienced a dramatic transformation in the past few years. This change has been driven by several educational policy initiatives at both federal and state levels in response to a perceived need for a more active, participatory citizenry. A key feature of the new policies has been the deliberate inclusion of a set of values based on concepts of democratic citizenship. This article examines these developments in Australia, with particular emphasis upon values initiatives, as a new form of civics emerges.

This article was prepared as part of a project funded by the Pacific Basin Research Center and Soka University.     

Environmental Education in the United States: A Survey of Preservice Teacher Education Programs

Abstract

The status of the environmental education component of preservice teacher education programs is unknown nationally. This study surveyed 715 institutions of teacher education using a mail questionnaire. The response rate was approximately 63%. The results indicate that most schools have few requirements related to environmental education, and in the majority of schools environmental education is not institutionalized.     

美国远程教育政策和原则的分析与启示

本文通过对美国有关远程教育政策、原则的分析,对其特点进行了归纳和总结,并论述了对我国制定远程 教育政策和原则有借鉴意义的启示。     

中美基础护理教育课程比较

本文采用个人访谈和文献(内容)分析的方法,就课程设置、时间分配、临床实习和师资等方面对中国3年制中等护理教育标准课程与美国21个月制协士护理教育课程进行对比分析,以揭示中美护理教育体系的区别,为促进中国护理教育的发展提供依据。     

实践导向下美国教师教育课程探索

在过去的20多年间,美国知名高校发展了一批以实践教学为导向的教师教育项目,取得了卓越的成效。美国教师教育项目通过开设多元化教师教育课程,教授教师候选人运用个案研究、课堂教学的展示、教学档案袋、开展问题导向的研究等策略,在真实教学情景下,深入思考教学,开展教学研究,发展与评估了教师候选人的教师知识与教学技能。基于美国的经验,提出了中国教师教育课程改革需以核心的教师知识与技能作为实践教学的评估标准;同时,还需以大学为本,重视教学研究,运用教学理论解决实践问题;加强伙伴协作,重视中小学对实践教学的专业引领,建立、培养教师共同体。     

中英两国创业教育政策比较研究

中英两国在创业教育政策提出的背景和创业教育管理、项目、研究及资金等方面,既有相似之处,又存在许多差异。中国在创业教育研究、创业教育资金投入上与英国差距较大。我国应制定和完善创业教育相关政策,设立专门创业教育研究机构,促进高校与企业间的合作,为大学生创业提供实践平台。     

美国双语教育政策嬗变及其实践

在多元文化教育改革和民权运动中,少数民族对教育平等权利的要求及其民族文化意识的觉醒,推动了美国双语教育的发展.在双语教育制度建立、执行、废止的过程中,政治博弈对其发生着深刻的影响.美国双语教育的失败,体现了政治诉求与教育发展规律之间的矛盾.本文考察美国双语教育发展的历史及现状,分析双语教育政策从制定到实施过程中出现的特点.     

美国高等教育绩效评价政策述评

近年来，世界范围内开始对高等教育机构实施绩效本位的评价政策。文章主要介绍高等教育绩效评价制度的由来、一般概念和核心思想，并具体说明美国实施高等教育绩效评价制度的运作情况。     

面向未来的价值观教育课程体系设计与实践——澳大利亚价值观教育课程述论

澳大利亚以"关心和同情、竭尽全力、平等、自由、诚信、正直、尊重、责任感、理解和宽容"九种价值观为核心,从个人、民族和国家三个层面设定价值观教育课程目标,开发课程内容。形成"建立学校价值观""促进学生幸福感"和"跨文化与全球背景下的价值观教育"三大模块嵌套价值观的课程结构,实现学科的横向整合和学段的纵向衔接。课程实施注重整体规划,围绕学生主体,从环境营造、情境创设、课程整合等方面培育学生价值观。课程评价采用量化与质性分析相互验证的方式,评估结果能有效指导课程改进。澳大利亚价值观教育课程成效明显,对我国价值观教育的资源支持、体验激发和家校合作等有一定的启示。     

The Status of Genetics Curriculum in Higher Education in the United States: Goals and Assessment

We review the state of genetics instruction in the United States through the lens of backward design, with particular attention to the goals and assessments that inform curricular practice. An analysis of syllabi and leading textbooks indicates that genetics instruction focuses most strongly on foundations of DNA and Mendelian genetics. At the same time, a survey of faculty indicates that other concepts, such as the application of genetics to society or the environment, are viewed as equally or even more important than foundation concepts. This disconnect suggests a need for more explicit goal setting prior to curriculum development. We also review the relationship between concept inventories, multiple-choice tests measuring conceptual understanding, and curricular goals. Existing concept inventories offer a strong foundation on which to build community-developed concept assessments of genetics knowledge. Concept assessments such as these would allow the genetics education community to test hypotheses of curricular change.     

美国学校核心价值观教育的方法途径及启示

美国学校实施核心价值观教育的方法主要有价值灌输、价值澄清和价值分析等,其实施的途径主要包括学校课程、学校环境、课外活动、学校与家庭、社区协作等,美国学校核心价值观教育的成功经验为我国社会主义核心价值观教育提供了重要的参考价值。     

现行美国教育体制

美国现行的教育体制构建在两个理想的前提上,一是必须保证所有的人接受基础教育,但由于各州经济状况的不同而导致基础教育发展不平衡;一是必须保证所有人都有接受高等教育的权利和机会。美国教育体制下存在公助和私助两种办学模武,他们更强调教会学生创新和独立思考,一些学校正进行改革试验,并取得了一定成效。     

美国基础教育外语课程改革的新发展

美国外语教育史始于十八世纪初的殖民时期,当时学习的外语为古典的拉丁语。独立后,外语的学习从古典逐渐转向了现代。从美国的外语教育历史发展来看,外语一直是中学的基础课程。然而,由于极为复杂的原因,美国朝野上下对其重视的程度不一,致使美国公民的外语水平一直差强人意。随着全球经济一体化、国际化,国际间的直接交往和平等对话日益频繁,外语的作用也越来越被美国社会各界所认识。美国著名未来学家奈斯比在其《大趋势》一书中展望美国未来之人才时所指出:“要想真正地获得成功,你必须要懂三种语言:流利的英语、     

美国品格教育实践与研究

“我们留下一个什么样的世界给子孙后代，在很大程度上取决于我们给世界留下什么样的子孙后代”。这话出自联合国教科文组织总干事马约尔之口，它反映了处于世纪之交的人们对教育寄予深切厚望的战略远见。这一战略远见造就了新旧世纪之交世界教育领域的一个亮点，那就是已日益成为全球趋势的、旨在培养适应新世纪人才的学校教育改革运动。     

浅析中美外语师范类课程设置差异

本文以中国六所教育部直属高等师范院校与美国初等教育专业排名前六位院校比较为例,通过比较中美外语师范类课程设置中科目、学分、学时的不同,反映中美外语类师范生课程设置差异的现状,并浅析造成上述差异的原因,对中国当前英语师范类课程设置提出相关建议。     

美国高等教育的国际化政策:强国兴邦的工具

本文描述了美国高等教育国际化政策的战略目标与战略意义以及高等教育国际化的发展特点,指出高等教育国际化是美国强国兴邦的工具,其国际化的战略目标是维护美国世界霸主的地位,战略意义包括牟取巨额经济利益,提升美国的国际竞争力,吸纳全球人才资本,维护国家安全。美国高等教育国际化的发展特点是法制化、组织化、工具化和市场化。     

Population Education in the United States

Abstract

With the increased societal awareness of environmental issues, social scientists have expanded their examination of environmentally related topics. One component of this expansion has been the generation and growth of social theory which has the human-environment relationship at its core. This study is a further test of one of these theories, the New Environmental Paradigm (NEP). Using survey data, the relationship of the NEP to knowledge of environmentally relevant issues is examined. The results show ecological worldview as measured by the NEP scale has an independent influence on net environmental knowledge of other sociodemographic characteristics.