์๋ฃ
์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
4 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
ๅ
จ็ๅ
ฌๆฐๆ่ฒ๏ผๅฐๆๅๅ
ถๆพๆธ
(ๆฏ่พๆ่ฒ็ ็ฉถ; No. 3) ๋ฐํ ์ฐ๋: 2019 ์ ์: Rao Shuqi ๋จ์ฒด ์ ์: Beijing Normal University ๅ
จ็ๅ
ฌๆฐๆ่ฒ็็ๅฟตๅคๅไบ่ฎฎ๏ผ็ฉถๅ
ถๅๅ ๏ผไธไบบไปฌๅฏนๅ
จ็ๅ
ฌๆฐๆฆๅฟตๅญๅจ็ไธ ้ๅฐๆๆๅ
ณใไปๅ
ฌๆฐ่บซไปฝๅณๅฐไฝ็่งๅบฆ่่จ๏ผ่ฝ็ถๅ
จ็ๆฟๆฒปๅ
ฑๅไฝ็็ผบๅคฑ้ ๆๅ
จ็็คพไผ็ ้พไปฅๆณ่ฑก๏ผไฝๅ
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ฌๆฐ็ๅๆณๅฐไฝๆบ่ช็ดงๅฏไบบ้
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ณ็ณป็ไฟ้๏ผๅ
จ็ๅ
ฌๆฐๆ่ฒๅ
ทๅคๅๆณๆง ๏ผ ไปๅ
ฌๆฐ่บซไปฝๅณๆๅฉ็่งๅบฆ่่จ๏ผ่ฝ็ถๅ
จ็ๆฟๆฒปๅ
ฑๅไฝ็็ผบๅคฑๅฏผ่ดๅ
ฌๆฐ่บซไปฝๅฎ่ดจๆไน็็ฉบๆด๏ผ ไฝๆๅฉๅไนๅกๆดๆฐไบๅ
ๆถต็ๅพ๏ผๆๅบๆฌ็ไบบๆๅไนๅกๅ
ๅฎๅ
จ็ๅ
ฌๆฐๆ่ฒ็ๅ
ๅฎน ๏ผไปๅ
ฌๆฐ่บซ ไปฝๅณ่ฎคๅ็่งๅบฆ่่จ๏ผ่ฝ็ถๅ
จ็่ฎคๅๆฝ่็ๆถๅผญๅฝๅฎถ่ฎคๅ็้ฃ้ฉ๏ผไฝๅคๅ
่ฎคๅ่ฏ่ฏญๅทฒ่ท่ฎค ๅฏ๏ผๅ
จ็่ฎคๅ้ๅปบ็ซๅจๅฝๅฎถ่ฎคๅ็ๅบ็กไธใๅฏนๅ
จ็ๅ
ฌๆฐๆ่ฒ็็่งฃไธๅบๅฟไบไผ ็ป็ๆฐๆๅฝ ๅฎถๆกๆถ๏ผๅฎไนๅนถ้ๅฝๅฎถๅ
ฌๆฐๆ่ฒ็ๆฟไปฃๆงๅญๅจใ 
ๅฏๆฌฒไธๅฏ่ก็ๅ
จ็ๅ
ฌๆฐๆ่ฒๅฎ่ทต่ทฏๅพ: ่ๆ ผๅ
ฐโๅ
จ็ๆ
ไบๆ
่ๆณโๆขๆ (ๅคๅฝๆ่ฒ็ ็ฉถ; Vol. 47, No. 3) ๋ฐํ ์ฐ๋: 2020 ์ ์: Rao Shuqi ๋จ์ฒด ์ ์: Northeast Normal University ็ ็ฉถๅ็ฐ๏ผๅ
จ็ๅ
ฌๆฐๆ่ฒ็็ญๅบฆไธ้ซไธๅ
ถๅฎ่ทตๅฑ้ข็ไธ้ๅฐๅขๆๅ
ณใโๅ
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่ๆณโไนๆไปฅๆไธบ่ๆ ผๅ
ฐๅฎๆฝๅ
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ฌๆฐๆ่ฒ็ๆๆๆ่ทฏๅพ๏ผๆญฃๆฏๆบ่ชไบๅ
ถๅฏนๅฎ่ทตๅฐๅข็ๆๆๅๅบ๏ผๅ
ถไธ๏ผๆฟๅบๅฏนๅ
จ็ๅ
ฌๆฐๆ่ฒ็ๅกๅฏผ่ฅ้ ไบ็ธๅฏนๅฎฝๆพ็ๆฟ็ญ็ฏๅข๏ผโๅ
จ็ๆ
ไบๆ
่ๆณโไธ็ฐๆ่ฏพ็จไฝ็ณป็ธ่ๅ่ทๅพไบ็ตๆดป็ๅฎ่ทต็ฉบ้ด๏ผๅฎ็ฐไบๅฎๅ
จ็่ฏพ็จๅฐไฝใๅ
ถไบ๏ผ้่ฟๅฏนโๆ
ไบๆ
่ๆณโๅๆ่ฒๆๅง็่ฟ็จ๏ผไฝฟๅ
จ็็คพไผๅๅ
จ็่ฎฎ้ข้ไฟๅ๏ผๅฎ็ฐไบๅญฆ็็ไฝ้ชๅผๅญฆไน ๏ผๅผฅๅไบๅญฆ็่ฎค็ฅ่ฝๅๅ่ฎค็ฅ้ๆฑ้ด็็็พใๅ
ถไธ๏ผ่ฅฟ่ๆ ผๅ
ฐๅๅฑๆ่ฒไธญๅฟ้่ฟ่ไธๅน่ฎญไผ ๆญไบ็่ฎบ็ฅ่ฏๅๅฎ่ทต่ฝๅ๏ผๆๅปบไบๅด็ปๅ
จ็ๅ
ฌๆฐๆ่ฒ็ๅ
ฑๅไฝ๏ผไธบๆๅธๆไพไบๆๅญฆๆฏๆใ A Desirable and Practical Approach to Global Citizenship Education: An Exploration of โGlobal Storylinesโ in Scotland (Studies in Foreign Education; Vol. 47, No. 3) ๋ฐํ ์ฐ๋: 2020 ์ ์: Rao Shuqi ๋จ์ฒด ์ ์: Northeast Normal University The problems that global citizenship education has to deal with are threefold. โGlobal Storylinesโ, 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, โGlobal Storylinesโ experiences secure curriculum status. Secondly, by utilizing โstorylinesโ and educational drama, global society and global issues are introduced in subtle forms, which benefits studentsโ experienced-based learning. The contradiction between studentsโ cognitive need and ability is resolved accordingly. Thirdly, WOSDEC as the co-creator of โGlobal Storylinesโ 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) ๋ฐํ ์ฐ๋: 2019 ์ ์: Rao Shuqi ๋จ์ฒด ์ ์: 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.