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全球公民教育：困惑及其澄清 (比较教育研究; No. 3) Year of publication: 2019 Author: Rao Shuqi Corporate author: Beijing Normal University 全球公民教育的理念备受争议，究其原因，与人们对全球公民概念存在的三 重困惑有关。从公民身份即地位的角度而言，虽然全球政治共同体的缺失造成全球社会的 难以想象，但全球公民的合法地位源自紧密人际关系的保障，全球公民教育具备合法性 ； 从公民身份即权利的角度而言，虽然全球政治共同体的缺失导致公民身份实质意义的空洞， 但权利和义务更新了内涵版图，最基本的人权和义务充实全球公民教育的内容 ；从公民身 份即认同的角度而言，虽然全球认同潜藏着消弭国家认同的风险，但多元认同话语已获认 可，全球认同需建立在国家认同的基础上。对全球公民教育的理解不应囿于传统的民族国 家框架，它也并非国家公民教育的替代性存在。 
可欲且可行的全球公民教育实践路径: 苏格兰“全球故事情节法”探析 (外国教育研究; Vol. 47, No. 3) Year of publication: 2020 Author: Rao Shuqi Corporate author: Northeast Normal University 研究发现，全球公民教育的热度不高与其实践层面的三重困境有关。“全球故事情节法”之所以成为苏格兰实施全球公民教育的最有效路径，正是源自于其对实践困境的有效回应：其一，政府对全球公民教育的倡导营造了相对宽松的政策环境，“全球故事情节法”与现有课程体系相融合获得了灵活的实践空间，实现了安全的课程地位。其二，通过对“故事情节法”和教育戏剧的运用，使全球社会和全球议题通俗化，实现了学生的体验式学习，弥合了学生认知能力和认知需求间的矛盾。其三，西苏格兰发展教育中心通过职业培训传播了理论知识和实践能力，构建了围绕全球公民教育的共同体，为教师提供了教学支持。 A Desirable and Practical Approach to Global Citizenship Education: An Exploration of “Global Storylines” in Scotland (Studies in Foreign Education; Vol. 47, No. 3) Year of publication: 2020 Author: Rao Shuqi Corporate author: Northeast Normal University The problems that global citizenship education has to deal with are threefold. “Global Storylines”, which provides corresponding solutions to practical difficulties, has emerged as the most effective approach to global citizenship education in Scotland. Firstly, global citizenship education has enjoyed a long continuity of government support. Through integrating with the current curriculum landscape, “Global Storylines” experiences secure curriculum status. Secondly, by utilizing “storylines” and educational drama, global society and global issues are introduced in subtle forms, which benefits students’ experienced-based learning. The contradiction between students’ cognitive need and ability is resolved accordingly. Thirdly, WOSDEC as the co-creator of “Global Storylines” offers a professional learning program. Teachers are universally supported in terms of theoretical knowledge, practical skills and being involved in the teaching community of global citizenship education. Global Citizenship Education: Confusion and Clarification (International and Comparative Education; No. 3) Year of publication: 2019 Author: Rao Shuqi Corporate author: Beijing Normal University As a debatable and controversial area, global citizenship education has not been elevated to the center of practical agenda due to three confusion surround the term. From the aspect of regarding citizenship as status, the absence of global political community makes global society unimaginable. However, as the legal status of global citizen originates from the confirmation of intimate interpersonal relationship, global citizenship education enjoys legitimacy. From the aspect of conceiving citizenship as rights, the absence of global political community leads to global citizenship vacuous in essence. However, as the landscape of rights and responsibilities has been transformed, the contents of global citizenship education are enriched by pervasive human rights and responsibilities. From the aspect of considering citizenship as identity, global identity runs a risk of diminishing the need for national identity. However, given the consensus concerning the discourse of multidimensional identity, global identity should be developed on the basis of national identity. The perception of global citizenship education should not be confined within the traditional nation-state framework. Global citizenship education is not an alternative to national citizenship education.