Citizenship and Personal, Social and Health Education in Catholic Secondary Schools: Stakeholders' Views

During 1999–2000, the writer carried out a survey of six randomly selected Catholic secondary schools in England to examine the attitudes of stakeholder groups towards Citizenship and Personal, Social and Health Education. Questionnaires were completed by six governors, 12 parents, 139 pupils, 12 teachers and six school leaders, providing insight into perceptions of the purposes of selected components of Citizenship and Personal, Social and Health Education, viz. Citizenship Education, Moral Education and Sex Education. Drawing on Hornsby-Smith's (1996) definition of contrasting perspectives, which he characterises as 'Open' and 'Closed' Catholicism, the enquiry located attitudes of the stakeholder groups along a continuum of values. While there was evidence of consensus across stakeholder groups within each component, differences in attitudes were also identified. The results indicated that governors and school leaders adopt more 'Open' attitudes towards Citizenship Education compared with pupils, teachers and parents; that school leaders adopt more 'Open' attitudes towards Moral Education compared with pupils; and that pupils and teachers adopt more 'Open' attitudes towards Sex Education compared with governors. One conclusion is that these results demonstrate that, when traditional religious values are challenged by rapid social and technological changes, stakeholder groups in faith schools are faced with added tensions to resolve.     

Exploring inclusive education: early steps for prospective secondary school teachers

Recent changes in the structure of initial teacher education have resulted in teacher training institutions having to think again about how they address the issue of inclusion within their provision. In this article, Sue Pearson, who co-ordinates the MA (SEN) programme in the School of Education at the University of Leeds, and who contributes to Post Graduate Certificate in Education training, reports on developments in the training of secondary phase geography teachers. The article examines the planning, development and evaluation of a session which was designed to complement students' school-based experiences and other university-based sessions. The activity was co-taught by the geography and inclusive education tutors. The tutors used activity theory to analyse the elements of inclusive education and drew upon the literature related to the training of health professionals to design the session. This led to the adoption of a problem-based learning approach involving simulation activity. Sue Pearson provides details of the planned session together with evaluations from the tutors and students. She argues that this type of session, early in the university-based part of the course, provides a productive environment in which prospective teachers can be alerted to some of the complexities and uncertainties of inclusive education. While the initiative described here was matched to circumstances at the University of Leeds, the collaboration between tutors, the planning process and the style of activity have wider implications.     

提高农村中小学教师继续教育效果的深度思考

我国农村中小学教师继续教育中面临的主要问题在于,培训机构教师的素质不高,观念陈旧,培训的内容过于理论化,严重脱离农村中小学教育教学的实际;培训的方式过于强调课堂灌输,不利于调动农村中小学教师参与继续教育的积极主动性。要提高农村中小学教师继续教育的效果,教育主管部门和教师继续教育机构就要尽快转变教育观念,用科学发展观指导农村中小学教师继续教育工作,根据新课改的要求和农村学校的实际大力更新继续教育的内容,改进继续教育模式,促使继续教育质量不断提高。     

Teachers' views on citizenship education in secondary education in The Netherlands

In 2005 the Dutch Minister of Education proposed making it compulsory for all schools in The Netherlands to stimulate active citizenship and social integration. Teachers must give these educational goals a tangible form in their practice. What are the teachers' views on citizenship education? Concepts of citizenship education and the teacher's role in it may differ widely, and very different perspectives on values and value development are possible. This article addresses how teachers view citizenship education. We present the results of a survey conducted among a representative sample of Dutch secondary schools. The results show that teachers make clear choices in the importance they attach to certain values. Teachers want students to acquire skills to analyse, communicate and reflect on values, and they want to stimulate the development of certain values. The chosen values relate to different types of citizenship. School level, school subject and the age of the teachers make a difference to the importance teachers attach to different values.     

Citizenship education in civics textbooks in the Japanese junior high school curriculum

This article discusses the types of citizenship education that are included in a sample of Japanese junior high school civics textbooks. Seven civics textbooks that have been authorized by the Ministry of Education for use in junior high school from the 2012 academic year were analysed in the context of fundamental issues in citizenship education and the national curriculum guidelines in Japan. In contrast to some previously published research, it is argued that the textbooks encourage, to a limited extent, active, participatory approaches by students with exercises and practical tasks to help students develop skills and gain the understanding required to live in contemporary society. It is suggested that the textbooks place some limitations on active learning especially in relation to students' political participation and that they reflect the struggle Japan is experiencing in the search for an inclusive national identity. Further work may serve to clarify the nature of potential contributions to citizenship education including that associated with students' involvement in whole school issues.     

法国公民教育述评

法国是公民教育起步比较早的国家。法国学校通过教学活动、课外活动、与校外教育机构合作和互联网等多种途径和形式向学生传授诸如平等、民主、权利和义务之类的“共和国价值观”,旨在培养能够积极参与社会生活的合格公民。法国公民教育在凸显民族意识、重视社会整合,多种途径综合施教以及重视实践能力的培养等方面表现出明显的特征。     

关于农村中小学教育现状的思考

我国农村人口总数大,从某种意义上讲,农村的发展靠教育,农村的教育决定了我国的未来。文章通过对农村中小学教育现状的分析,指出其办学过程中存在的问题,并就具体存在的问题有针对性地提出改革发展的建议。     

Citizenship education in Turkey: inclusive or exclusive

This paper scrutinises citizenship education in Turkey from the foundation of the Turkish Republic (1923) to the present and explores the extent to which it encourages inclusive or exclusive concepts of national identity and citizenship. In Turkey, where there are citizens belonging to ethnic and religious minorities, civic education plays a prominent role for promoting tolerance among citizens. Using framing questions from phase one of the International Association for the Educational Achievement’s (IEA) research of Civic Education Across Countries, the civic education textbooks of Turkey are examined to determine the extent to which they promote democracy and human rights, make positive references to ethnic and religious minorities, and promote social cohesion. As Turkey was not included in phase one of the IEA study, the paper provides original information for comparative studies, reconsideration of citizenship education in multicultural societies and promoting an active national citizenry in Turkey.     

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。     

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。     

中职语文教学中的审美教育分析

改革开放以来,我国的经济建设取得了重大发展成果。产业结构更加的科学、合理,高新技术产业逐渐成为经济发展的领跑者。中职作为培养技术型人才的重要场所,在当前经济发展背景下,已经逐渐走出了教育的低谷,焕发出第二次青春。但是,我们也不难发现,教师在教育过程中,对学生的专业基础以及实践能力培养格外关注,但是,在学生的审美教育中,却是有所忽视。这对于学生综合素质的提升造成了一定的阻碍。本文重点探索中职语文教学中的审美教育。     

浅谈中专物理素质教育

论述在中专物理教学中如何加强素质教育。     

Global citizenship education in context: teacher perceptions at an international school and a local Israeli school

We apply semi-structured interviews to conceptualise perceptions of global citizenship among teachers at an international school and teachers at a local public school in Israel, revealing discrepancies between theory and practice in global citizenship education (GCE). We find that teachers perceive global citizenship differently along three major axes: boundaries of global citizenship, practical aspects of GCE, and through the effect of Israel’s context. This study offers a comparative perspective that discerns the differing impacts of school context and student background on teacher perceptions at different kinds of schools and highlights the importance of teacher agency in GCE.     

在中职体育教学中如何把握健康教育

鉴于健康教育对中职体育教学的重要性,本文首先介绍了中职学校体育健康的教育现状,根据现状及健康教育的重要性,简要地探讨了如何在中职体育教学中把握健康教育,并提出了具体的措施。     

Sexuality and relationship education training to primary and secondary school teachers: an evaluation of provision in Western Australia

This paper describes the formative, process and short term impact evaluation of sexuality and relationships education (SRE) training for teachers in Western Australia (WA) over a three year period. The training represents one component of a broader project, the aims of which are to improve teacher’s confidence and skills in delivering SRE, and to support schools to implement effective comprehensive SRE. Formative evaluation conducted prior to the development of the training, found although most respondents were relatively confident and skilled in facilitating SRE, the need for ongoing professional development was highlighted, especially in areas such as gender diversity, pornography, sexting, violence and working with specific groups. Training focusing on the new Australian Health and Physical Education curriculum and mandatory assessment was identified as a need. Workshop evaluation found statistically significant improvements in attitudes towards SRE and increased comfort in teaching SRE, facilitating discussion and facilitating skills and activities, after the workshop. The evaluation identified the need for an integrated and coordinated whole school approach and efforts to engage teachers with lower levels of confidence in teaching SRE. Changes to the Australian Curriculum provide opportunities to enhance the development of SRE in schools. Longer-term impact evaluation is required to identify whole school changes.     

高校青春期性健康教育途径初探

随着社会的发展,青春期的性健康教育已成为社会、学校和家庭普遍关注的问题,结合教学实践,论述在高校进行青春期性教育过程中的具体做法和体会。     

中等职业学校心理健康教育实施途径研究

以某中等卫校学生为研究对象,通过准实验法比较心理健康知识讲座和个别咨询相结合的心理健康教育模式1以及心理健康知识讲座与班级心理辅导和个别咨询相结合的心理健康教育模式2的效果。实验前后SCL-90评定多重比较结果显示:模式1与对照组相比,只有恐怖因子变化差异具有显著性,而模式2与对照组相比,除躯体化、偏执和精神病性因子外,其他各个因子和总分变化差异均具有显著性。学生自评及班主任和任课教师评价均表明:实验2班学生在自我认识、人际关系、情绪调控能力、挫折承受能力、学习效率等方面均有显著变化。心理健康知识讲座与班级心理辅导相结合是现阶段中等职业学校心理健康教育有效而可行的途径。     

Peer Mentoring: A Citizenship Entitlement at Tanfield School

This paper describes the experience and benefits of peer led education at Tanfield School and how this led to the development of a peer mentoring scheme in the school, which was linked to citizenship education. The project aimed to strengthen existing links and ease the transition of pupils from feeder primary schools to the secondary school. The second aim was to improve the key skills of the mentors and have an impact on their learning. The project involved year 10 older students mentoring pupils in year 7. The findings of the evaluation are reported and it is argued that the aims were met.     

Peer Mentoring: A Citizenship Entitlement at Tanfield School

This paper describes the experience and benefits of peer led education at Tanfield School and how this led to the development of a peer mentoring scheme in the school, which was linked to citizenship education. The project aimed to strengthen existing links and ease the transition of pupils from feeder primary schools to the secondary school. The second aim was to improve the key skills of the mentors and have an impact on their learning. The project involved year 10 older students mentoring pupils in year 7. The findings of the evaluation are reported and it is argued that the aims were met.