Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
132 Results found
国际环境政治与全球公民教育的批判路径 (比较教育研究; No. 8) Year of publication: 2017 Author: Zheng Fuxing Corporate author: Beijing Normal University 自 20 世纪 90 年代以来 , 全球公民教育研究和实践蓬勃发展，然而全球公民教育 实践的效果很有限。对于全球公民教育的探讨不能回避“全球公民教育如何可能”这一前提性 问题。“全球公民”身份推衍困境、“在地实施”的“异化”后果让全球公民教育实施的可能性成 为问题。环境问题既是一个“全球共同利益”问题，也是各国政府关心的问题，为解答“全球 公民教育何以可能”提供了较好的切入点。国际环境政治解释了全球环境治理中发展中国家与 发达国家的不合作与不平等状况。以全球环境问题及其治理作为教育内容，全球公民教育具有 批判性。批判的生态教育学成为全球公民教育的重要实践形态。在既有的国家边界限制下，批 判的生态教育学通过全球与在地的混合行动，让全球公民教育获得了一种新的可能性。 
The Connective “Public” and the Chinese Logic of Citizenship Education (Journal of Educational Studies; Vol. 13, No. 2) Year of publication: 2017 Author: Qiu Kunshu | Yan Yajun Corporate author: Beijing Normal University Cultural tradition has pre-conditionality on citizenship education. From the point of view of cultural tradition, the “public” in citizenship education has different meaning in China and the West: Chinese “public” is mainly a kind of connective “public”, while the western “public” mainly means domanial “public”. This lead to the difference in Chinese and modern western main stream values. The former emphasizes the common goodness of the whole society, social responsibility and virtue which is favorable to harmony, while the later emphasizes individualist rights and priority of freedom. They represent two kinds of ethics language and position. It is essential to maintain high cultural awareness for the implementation of citizenship education in China and the localization of exotic “citizenship education”. Guided by Marxism and rooted in Chinese cultural tradition, Chinese citizenship education should be based on “people in relation”, use the actual support of “state-society” cooperation, and offer ultimate concern to “the free and comprehensive development of human”. 连带的“公”与公民教育的中国理路 (教育学报; Vol. 13, No. 2) Year of publication: 2017 Author: Qiu Kunshu | Yan Yajun Corporate author: Beijing Normal University 文化传统对公民教育具有预制性。从文化传统来看，中西方社会和文化语境中的“公”并不相同：中国 的“公”主要是连带的“公”，而西方的“公”主要是领域的“公”，由此而导致中华文明的价值与现代西方主流价值的 差异，前者强调社会共同的善、社会责任和有益于和谐的美德，后者则强调个人主义的权利和自由优先，它 们 分 别 代表了两种不同的伦理学语言和立场。在中国开展公民教育，只有保持高度的文化自觉，作 为 舶 来 品 的“公 民 教 育”才可能落地生根。以马克思主义为指导，根植于中 华 文 化 传 统，中国公民教育需要以“关 系 中 的 人”为 立 足 点， 以“国家—社会”的互构合作为现实支撑，以“人的自由全面发展”为终极关怀。 
The Theory of Civic Education in the Context of Key Competence (Educational Science Research) Year of publication: 2017 Author: Wang Min Corporate author: Beijing Open University From quality-oriented education to key competence, Chinese education has always been committed to cultivating “well-rounded people” who meet the needs of individual lifelong development and social development. In the context of key competence, it is necessary to clarify the logical relationship between key competence and civic education. On the basis of understanding the essence of quality education, the pursuit of key competence and the connotation of civic education, this paper attempts to answer the question of “who to train” in civic education through theoretical reflection on the legal, educational and practical provisions of “qualified citizen”. Through thinking about the subject orientation, curriculum implementation and evaluation system of civic education, this paper seeks the way of “how to train people”. 核心素养语境下的公民教育论 (教育科学研究) Year of publication: 2017 Author: Wang Min Corporate author: Beijing Open University 从素质教育到核心素养，中国教育一直致力于培养符合个体终身发展与社会发展需要的“全面 发展的人”。核心素养语境下，厘清核心素养与公民教育的逻辑关系是很有必要的。在对素质教育之 要旨、核心素养之追求和公民教育之要义的内涵解读基础上，通过对“合格公民”的法律规定性、教 育规定性和现实规定性的理论反思，尝试回答公民教育“培养什么人”的问题；通过对公民教育学科 定位、公民教育课程实施与公民教育评价制度的思考，寻求“如何培养人”的路径。 
Theoretical Basis and Training System of Digital Citizenship Year of publication: 2020 Author: Zheng Yunxiang | Zhong Jinping | Huang Liuhui | Yanghao Corporate author: China Educational Technology Nowadays, cases of abuse and misuse of information technology are not uncommon, causing many negative effects and social problems that are extremely harmful to people, such as Internet fraud and cyberbullying. Practice all over the world shows that enhancing digital citizenship is an effective way to solve these problems. In order to call for emphasis on digital citizenship, this paper discussed its theoretical basis and training system in detail. Specifically, it firstly defined the concept of digital citizenship, then comprehensively discussed the content of digital citizenship through literature research, which constituted four first-level content indicators and eleven sub-indicators. After clarifying the connotation and extension of digital citizenship, this paper continued to discuss its uniqueness and irreplaceability, so as to highlight its necessity. Then the importance and meaning of implementing digital citizenship education were stated respectively. Based upon this theoretical foundation and our national conditions, a three-oriented digital citizenship training system was finally proposed. The cultivation of qualified digital citizens is imperative, as it helps to enhance the overall improvement of core literacy and Digital Intelligence Quotient, and facilitate the construction of a civilized and harmonious digital society and the achievement of Lide Shuren goal as well. 数字公民素养的理论基础与培养体系 Year of publication: 2020 Author: Zheng Yunxiang | Zhong Jinping | Huang Liuhui | Yanghao Corporate author: China Educational Technology 当前，技术的滥用、误用产生了诸如网络诈骗、网络欺凌等社会问题，带来了负面影响和危害。世界各国的实践证明，提升数字公民素养是解决这些问题的有效途径。为倡议并呼吁重视数字公民素养，该文围绕数字公民素养的理论基础和培养体系展开论述。首先界定了数字公民素养的概念，通过文献研究法详细探讨了数字公民素养的主要内容，包括4项一级内容指标和11项二级内容指标。在界定数字公民素养的内涵与外延后，该文深入论述了它的独特性与不可替代性，以凸显其必要性。然后阐述了数字公民素养的重要性以及实施数字公民教育的意义所在，并在此基础上结合国情提出基于“三面向”的数字公民素养培养体系。合格数字公民的培育势在必行，数字公民素养的提升能带动核心素养和数字智商的全面提高，从而促进文明、和谐数字社会的构建和立德树人目标的实现。 
Research on Digital Competence of EU Citizens: A Comparative Analysis Based on the Dig Comp1.0, 2.0 and 2.1 (International and Comparative Education; No. 6) Year of publication: 2020 Author: Zheng Xudong | Fan Xiaoyu Corporate author: Beijing Normal University The explosive development of digital technology has revolutionized the competences of social citizens. In 2006, EU proposed digital competence, based on it, EU established A Framework for Developing and Understanding Digital Competence in Europe (Dig Comp 1.0). After releasing two revisions of Dig Comp 1.0, the Digital Competence Framework for Citizens (Dig Comp 2.1) was officially released in 2017. Compared with the former versions, Dig Comp 2.1 expanded digital competences areas, revised the competences names, no longer described the specific competences from KSA (knowledge, skill and attitude) perspective, and the proficiency of the competences were divided into more detailed 8 proficiency level. The Dig Comp 2.1 contained the following values: a. the transformation of the concept of digital citizenship education; b. paying attention to the competences of complex problem solving and innovation; c. looking forward to the future development of intelligent society; d. supporting the development of lifelong learning and developing qualified digital citizens. Dig Comp 2.1 has enlightenment for building a learning society in China, and that of improving the digital competences of Chinese citizens. 欧盟公民数字胜任力研究: 基于三版欧盟公民数字胜任力框架的比较分析 (比较教育研究; No. 6) Year of publication: 2020 Author: Zheng Xudong | Fan Xiaoyu Corporate author: Beijing Normal University 数字科技的爆发式发展对公民的能力素养产生了革命性影响。欧盟在 2006 年 提出数字胜任力的基础上，于 2013 年制定了欧盟公民数字胜任力框架 1.0，在经过连续两 次修订后，于 2017 年正式发布了欧盟公民数字胜任力框架 2.1。与旧版相比，新版框架对 胜任力域进行了拓展，修订了具体能力的名称，不再从知识、技能和态度方面描述具体能 力，能力熟练度也划分成更详细的 8 个水平。新版框架体现了欧盟数字公民教育的理念转 变，对复杂问题解决与创新创造能力培养的重视，对终身学习能力和合格数字公民培养的 关注，以及对未来智能社会发展需求的前瞻，对我国建设学习型社会、构建全民终身学习 体系和提升国民数字胜任力具有借鉴意义。 
The History, Practice and Thinking of the Development of Italian Civic Education Year of publication: 2020 Author: An Yangchao | Jia Lishuai Corporate author: Beijing Normal University Italian civic education has a long history and has gone through three historical stages, namely, the period of dissociation between the government and the Catholic church, the period of politicization and the period of development under the background of “global citizenship”. Related measures taken by the government include Italian civic education courses, schools and multi-organizations to carry out civic education practice activities, and expanding the off-campus civic education path and other ways. As a whole, it shows the characteristics of changing from “non-standard” to “policy”, from “training learning” to “experiential learning”, from “single school curriculum” to “diversified subject participation”.