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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
3,559 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
ํํ๊ต์ก ์ฌ๋ก ๋ถ์ ๋ฐ ์คํ๋ฐฉ์ ์ฐ๊ตฌ ๋ฐํ ์ฐ๋: 2017 ์ ์: ๊น์์ฒ | ๊น์ฑ์ค | ๋ฐ์์ | ์ ์ฃผ์ง ๋จ์ฒด ์ ์: ๊ฒฝ๊ธฐ๋๊ต์ก์ฐ๊ตฌ์ ์ฐ๋ฆฌ ์ฌํ์ ํ๊ต ํ์ฅ์ ๋ค์ํ ์ฐจ๋ณ๊ณผ ํญ๋ ฅ ๋ฌธ์ ๋ ํํ๊ต์ก์ด ์ ์คํจ์ ๋ณด์ฌ์ค๋ค. ๋ฏผ์ฃผ์๋ฏผ์ ํค์์ผ ํ ํ๊ต์์๋ ํํ๊ต์ก์ ์ ๋ชฉ์์ผ ๋ฏผ์ฃผ์๋ฏผ๊ต์ก์ ๊ฐํํ๋ฉด์, ํํ์ ๊ฐ์์ฑ๊ณผ ํ๋, ๋ฅ๋ ฅ์ ๊ณ ๋ฅด๊ฒ ํจ์ํ ๋ก ํ ํ์๊ฐ ์๋ค. ๋ณธ ์ฐ๊ตฌ์์๋ ๋ค์ํ ํํ๊ต์ก์ ๊ตญ๋ด์ธ ์ฌ๋ก๋ฅผ ๋ถ์ํ์ฌ ์ฐฝ์์ ์ด๊ณ ํฌ๊ด์ ์ธ ์คํ ๋ฐฉ์์ ๋ชจ์ํ์๋ค. 
์คยท๊ณ ๋ฑํ๊ต ๊ต์ฌ๋ฅผ ์ํ ๋์งํธ ์๋ฏผ๊ต์ก ํ์ฉ ๊ฐ์ด๋๋ถ : ์จ-์คํ๋ผ์ธ์ ์ฐ๊ฒฐํ๋ ๋์งํธ ์๋ฏผ๊ต์ก ๋ฐํ ์ฐ๋: 2019 ์ ์: ๊น์์ | ๋ฐฐ์์ฃผ | ๋ฐ์ ์ | ๊นํํ | ๊น์ํ | ์ฌ์ฑํธ ๋จ์ฒด ์ ์: ๋ฐฉ์กํต์ ์์ํ | ํ๊ตญ์ ๋ณดํ์งํฅ์ ์คยท๊ณ ๋ฑ๊ต์ฌ๋ค์ ๋์งํธ์๋ฏผ๊ต์ก ์ดํด๋๋ฅผ ๋์ด๊ณ ๊ต์กํ์ฅ์์ ํ์๋ค๊ณผ ํจ๊ป ๋์งํธ์๋ฏผ์ญ๋์ ๊ธฐ๋ฅด๊ธฐ ์ํ ์๋ด์์ด๋ค. ๋ณธ ๊ต์ฌ์์๋ ๋์งํธ์๋ฏผ์ญ๋์ ์ ์ฒด์ฑ, ์ฐ๋น, ๊ถ๋ฆฌ์ ์ฑ
์, ์ํต๊ณผ ๊ด๊ณ, ์ ๋ณด๋ฆฌํฐ๋ฌ์, ์ฌํ์ฐธ์ฌ 6๊ฐ์ง๋ก ์ ์ํ๋ฉฐ, ๊ต์ก์ ๋ฐ๋ก ์ ์ฉํ ์ ์๋๋ก ํ๋์ง, ๊ต์ํ์ต์ง๋์ ๋ฑ์ ํฌํจํ๊ณ ์๋ค. 
Connecting Classrooms: Learning From a Pandemic; Good Health and Well-Being (UN Global Goal 3) ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: British Council | UK aid This resource will help you make a contribution to a recovery curriculum in schools, and beyond this, by providing interesting, engaging and relevant content that encourages pupils to recall, discuss and process some of their thoughts, feelings and memories. Over the course of six lessons, pupils will have opportunities to develop an understanding of:โข Covid-19 in the context of some of the worldโs most common communicable diseases and pandemics from the pastโข how communicable diseases like Covid-19 may start and spread, and how this is investigatedโข relevant prevention strategies to foster positive physical and mental health and well-being.In doing so, pupils will have the opportunity to develop core skills in critical thinking and problem solving, citizenship, student leadership, creativity and imagination and aspects of digital literacy. This learning unit is also designed to support the United Nationsโ Global Goals for Sustainable Development (SDGs), in particular Goal 3: Good health and well-being. 
Peacebuilding Training Guide for Ethiopia ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: UNESCO International Institute for Capacity-Building in Africa (IICBA) This publication is a training guide for a variety of stakeholders, both inside and outside the education system, in Ethiopia on peace and resilience building. It is an adapted and updated guide for the Ethiopian context. The training guide aims to inform and empower the reader in why and how to educate others for peacebuilding. It provides a foundation of conยฌict analysis and peacebuilding and describes a learner-centered approach to peace education and community engagement. The goal of the training guide is for the reader to become a facilitator with the disposition, knowledge, skills and commitment to support others in developing their full potential as peace-builders. 
๋์งํธ ์๋ ์๋ฏผ๋๊ธฐ: ์คํ์, ๊ณ ๋ฑํ์ (๋์งํธ ์๋ฏผ๊ต์ก ์๋ฆฌ์ฆ 2nd) ๋ฐํ ์ฐ๋: 2019 ์ ์: ๊น์์ | ๋ฐฐ์์ฃผ | ๋ฐ์ ์ | ๊น์ํ | ๊นํํ | ์ฌ์ฑํธ ๋จ์ฒด ์ ์: ๋ฐฉ์กํต์ ์์ํ | ํ๊ตญ์ ๋ณดํ์งํฅ์ ๋ณธ ์๋ฃ๋ ์ค๊ณ ๋ฑํ์ ๋์ ๋์งํธ์๋ฏผ๊ต์ก์ ์ํ ๊ต์ก์๋ฃ์ด๋ค. 6๊ฐ์ง์ ์ญ๋๋ณ๋ก ๊ต์ํ์ต์ง๋์๊ณผ ํ์ ํ๋์ง ๋ฑ์ผ๋ก ๊ตฌ์ฑ๋์ด ์๋ค. 
Letโs Talk SDGs: Supporting Critical Perspectives on the Sustainable Development Goals ๋ฐํ ์ฐ๋: 2020 ์ ์: Caroline Murphy ๋จ์ฒด ์ ์: Centre for Global Education (CGE) This resource is an invitation to development educators to critically interrogate the Sustainable Development Goals and discuss their capacity to deliver upon their intended outcomes. It invites users to ask if the SDGs can support effective global learning and represent a sound critique of the international system. The resource is a useful starting point for a critical discussion on the Goals' capacity for effective advocacy and education toward the eradication of poverty and inequality. 
Action Against Hate Speech: A Resource for Teaching and Learning About Hate Speech ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: Tony Blair Institute for Global Change | Generation Global This module is designed to prepare students for dialogue around the issue of hate speech. It builds upon other work on human rights, and explores the balancing act between freedom of expression and freedom from insult. Additionally, it prepares students for dialogue on these issues in our facilitated videoconferences and on our safe, secure, online community. This material helps you and your students to get involved in educating, advocating, and acting against hate speech in your communities. 
How to Practice Citizenship Education Effectively ๋ฐํ ์ฐ๋: 2016 ์ ์: Wang Juchun ๋จ์ฒด ์ ์: Management Office of National Teacher Research Fund Civic education is no longer a new topic, but it appears later as a topic within the framework of school-based construction. The methods of school-based teaching and practice are even more varied. Facing such a complex and macroscopic proposition, it is a big challenge for grassroots practitioners to really promote the practice of civic education. In recent years, the author has made some research on the practice of civic education in todayโs society, especially on the practice of civic education in rural middle schools. ๅฆไฝๆๆๅฐๅฎ่ทตๅ
ฌๆฐๆ่ฒ ๋ฐํ ์ฐ๋: 2016 ์ ์: Wang Juchun ๋จ์ฒด ์ ์: Management Office of National Teacher Research Fund ๅ
ฌๆฐๆ่ฒๅทฒ็ปไธๆฏๆฐ้ฒ็ๅฝ้ข๏ผไฝไฝไธบๆ กๆฌๅปบ่ฎพๆกๆถๅ
็ๅฝ้ขๅดๅบ็ฐ่พๆใๆ กๆฌๅๆๅญฆๅๅฎ่ทต็ๆนๆณๆดๆฏไบ่ฑๅ
ซ้จ๏ผ้ขๅฏนๅฆๆญคๅคๆๅฎ่ง็ๅฝ้ข, ๅฏนไบๅบๅฑๅฎ่ทต่
ๆฅ่ฏด่ฆๆณ็ๆญฃๆจ่ฟๅ
ฌๆฐๆ่ฒๅฎ่ทต๏ผๆฏไธชไธๅฐ็ๆๆใ็ฌ่
่ฟๅนดๆฅ๏ผๅฏนๅฝไป็คพไผๅ
ฌๆฐๆ่ฒๅฎ่ทต่ฟ่กไบไธๅฎ็็ ็ฉถ๏ผ็นๅซๆฏๅฏนๅ
ฌๆฐๆ่ฒๅจๅๆไธญๅญฆ็ๅฎ่ทตๅไบไธ็ณปๅๅฎ่ทตๆธ็ดขใ็ฐๅฐๆ็ไธไบ็่งฃ็ฎ่ฟฐๅฆไธใ 
Global Citizenship Education and Human Rights Education: Are They Compatible With U. S. Civic Education? (Journal of International Social Studies; Vol. 6, No. 2) ๋ฐํ ์ฐ๋: 2016 ์ ์: William R. Fernekes ๋จ์ฒด ์ ์: International Assembly of the National Council for the Social Studies Global citizenship education (GCE) and human rights education (HRE) offer substantive contributions to civic education. Interconnections between the fields exist in curricula from intergovernmental organizations (UNESCO), non-governmental organizations (Oxfam Great Britain) and national ministries (Learning and Teaching Scotland). This essay explores how civic education curricula, learning outcomes, and teacher preparation can be developed to enhance the roles played by GCE and HRE in U. S. civic education. Analysis of the relationships between GCE and HRE yields these conclusions: (1) global citizenship education programs share a philosophy of cosmopolitanism, commitments to universal human rights norms, respect for cultural diversity and sustainable development, and issues-based curriculum designs; (2) a high degree of compatibility exists between GCE program goals and the goals of the values-awareness-socialization HRE model, and (3) this strong compatibility does not extend to the accountability-professional development or the activismtransformation models of HRE. Implementing GCE faces major obstacles, notably emphases on national identity in nation-state civic education, the potential incompatibility between national interests and cosmopolitan commitments in the study of global issues, and the low commitment to GCE or HRE in teacher preparation.