美国公民教育模式研究
发布时间：2018-10-11 09:36
【摘要】： 随着新时期我国现代化建设步伐的加快,公民教育越来越成为我国时代发展的需要。由于我国的公民教育起步较晚,目前尚未建立系统的公民教育体系。在此情况下,我们应当更多地了解、认识、批判地借鉴西方的公民教育。美国是世界上系统实施公民教育最早的国家之一,在其推进公民教育的过程中,积累了比较丰富的理论和实践经验,值得研究和借鉴。 本论文系统考察在美国自由主义的不同时期其公民教育的发展变化,分析其公民教育的不同模式,并把它放在美国自由主义变迁的过程中来考察。美国自从建国以来,虽经历史变迁,但其主流意识形态仍然是自由主义。然而,美国的自由主义并不是铁板一块,美国自由主义本身应时势而变,可谓此一时彼一时,在不同时期有不同的所指。相应地,与美国自由主义变迁紧密相关的公民教育,其模式也不是一成不变的。本论文所探讨的美国公民教育模式是在美国公民教育实践基础上,经分析、概括、归纳、综合而构建的。在对不同公民教育模式的分析中,将沿着美国自由主义不同时期的社会图景、公民教育理念、公民教育内容、途径与不足等几个部分具体展开。 整篇论文共分为七个部分。引言部分由问题的提出、研究现状、研究的价值、研究的思路、研究的方法及概念的界定等组成。第一章论述了从建国至内战时期的美国公民教育。指出为了培养自由主义的共和政体所需要的具有国家认同感的共和国公民,这一时期的美国公民教育采用公民性传承模式。第二章论述了从内战后至一战时期的美国公民教育。在这一时期,自由放任的思想占主流,为了培养有功效的公民,美国公民教育采用了社会科学模式。第三章论述了从一战后至二战时期的美国公民教育。在这一时期,现代自由主义在美国逐步确立,为了培养具有合作精神的责任公民,美国公民教育采用了反省思维模式。第四章论述了从二战后至20世纪70年代的美国公民教育。在这一时期,美国现代自由主义处于鼎盛之后逐步趋向衰弱。出于冷战的需要,这一时期的公民教育先期采用公民性传承模式,后期采用社会科学模式。第五章论述了20世纪80年代以来的美国公民教育。在这一时期,美国的新保守主义在政治上处于兴盛时期,现代自由主义进一步衰落,美国的公民教育强调培养负责任并有全球意识的积极参与型公民,主要采用了社会行动模式。第六章是结语部分,分析了美国公民教育的基本特征及对我国的借鉴,指出美国公民教育具有时代性、连续性和双重性等特征。
[Abstract]:With the acceleration of modernization in the new era, civic education has become the need of the development of our times. Due to the late start of civic education in China, no systematic civic education system has been established. In this case, we should understand, and critically learn from western civic education. The United States is one of the earliest countries in the world to systematically implement civic education. In the process of promoting civic education, the United States has accumulated rich theoretical and practical experience, which is worthy of study and reference. This paper systematically examines the development and changes of its civic education in different periods of American liberalism, analyzes its different modes of civic education, and puts it in the process of American liberalism change. Since the founding of the United States, although the historical changes, but its mainstream ideology is still liberalism. However, American liberalism is not monolithic, American liberalism itself changes at the moment, it has different meanings in different periods. Accordingly, civic education, closely related to the changes in American liberalism, is not an inflexible model. The American civic education model discussed in this paper is based on the practice of American civic education, and is constructed by analysis, generalization, induction and synthesis. In the analysis of different modes of civic education, the social picture, the concept of civic education, the content of civic education, the ways and disadvantages of American liberalism in different periods will be carried out concretely. The whole paper is divided into seven parts. The introduction is composed of the questions raised, the research status quo, the value of the research, the research ideas, the research methods and the definition of the concepts. The first chapter discusses the American civic education from the founding to the civil war. It is pointed out that in order to cultivate the citizens of the Republic with national identity, the American citizenship education in this period adopted the mode of citizenship inheritance. The second chapter discusses the American civic education from the Civil War to the first World War. In this period, laissez-faire thought dominated, in order to cultivate effective citizens, American civic education adopted the social science model. The third chapter discusses the American civic education from World War I to World War II. In this period, modern liberalism was gradually established in the United States. In order to cultivate responsible citizens with spirit of cooperation, American civic education adopted the mode of introspection. The fourth chapter discusses the American civic education from the second world war to the 1970 s. During this period, American modern liberalism gradually weakened after its heyday. Due to the need of cold war, civic education in this period adopted the mode of citizenship inheritance in advance and social science in later period. The fifth chapter discusses the American civic education since the 1980's. During this period, the American neoconservatism was in a period of political prosperity, and modern liberalism declined further, and American civic education emphasized the cultivation of responsible and globally aware active and participative citizens. Mainly adopted the social action model. The sixth chapter is the conclusion, which analyzes the basic characteristics of American civic education and its reference to our country, and points out that American civic education has the characteristics of times, continuity and duality.
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G571.2
[Abstract]:With the acceleration of modernization in the new era, civic education has become the need of the development of our times. Due to the late start of civic education in China, no systematic civic education system has been established. In this case, we should understand, and critically learn from western civic education. The United States is one of the earliest countries in the world to systematically implement civic education. In the process of promoting civic education, the United States has accumulated rich theoretical and practical experience, which is worthy of study and reference. This paper systematically examines the development and changes of its civic education in different periods of American liberalism, analyzes its different modes of civic education, and puts it in the process of American liberalism change. Since the founding of the United States, although the historical changes, but its mainstream ideology is still liberalism. However, American liberalism is not monolithic, American liberalism itself changes at the moment, it has different meanings in different periods. Accordingly, civic education, closely related to the changes in American liberalism, is not an inflexible model. The American civic education model discussed in this paper is based on the practice of American civic education, and is constructed by analysis, generalization, induction and synthesis. In the analysis of different modes of civic education, the social picture, the concept of civic education, the content of civic education, the ways and disadvantages of American liberalism in different periods will be carried out concretely. The whole paper is divided into seven parts. The introduction is composed of the questions raised, the research status quo, the value of the research, the research ideas, the research methods and the definition of the concepts. The first chapter discusses the American civic education from the founding to the civil war. It is pointed out that in order to cultivate the citizens of the Republic with national identity, the American citizenship education in this period adopted the mode of citizenship inheritance. The second chapter discusses the American civic education from the Civil War to the first World War. In this period, laissez-faire thought dominated, in order to cultivate effective citizens, American civic education adopted the social science model. The third chapter discusses the American civic education from World War I to World War II. In this period, modern liberalism was gradually established in the United States. In order to cultivate responsible citizens with spirit of cooperation, American civic education adopted the mode of introspection. The fourth chapter discusses the American civic education from the second world war to the 1970 s. During this period, American modern liberalism gradually weakened after its heyday. Due to the need of cold war, civic education in this period adopted the mode of citizenship inheritance in advance and social science in later period. The fifth chapter discusses the American civic education since the 1980's. During this period, the American neoconservatism was in a period of political prosperity, and modern liberalism declined further, and American civic education emphasized the cultivation of responsible and globally aware active and participative citizens. Mainly adopted the social action model. The sixth chapter is the conclusion, which analyzes the basic characteristics of American civic education and its reference to our country, and points out that American civic education has the characteristics of times, continuity and duality.
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G571.2
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