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Research on Civic Literacy Assessment Tools for Primary and Middle School Students (Journal of Shanghai Educational Research; No. 7) 出版年份: 2018 作者: Qin Jianping | Zhanf Hui | Chen Feipeng 机构作者: General Education Research Institute | Shanghai Academy of Educational Sciences Civic literacy is highly valued by international organizations and countries all over the world. China’s Ministry of Education has taken civic literacy as a key indicator for the comprehensive evaluation of the quality of primary and secondary education. Based on citizen, civic literacy connotation, civic education objective content, and common factors of civic literacy test, the dimensional structure hypothesis of civic literacy assessment for primary and middle school students was proposed, and the hypothesis was tested and corrected by using structural equation model, and the civic literacy test for primary and middle school students was developed. The reliability and validity meet the requirements of measurement and have a broad application prospect. 
大数据驱动社区公民教育研究 (湖北成人教育学院学报; No. 11) 出版年份: 2019 作者: Wang Jinying | Zhang Mingyue 机构作者: Heilongjiang Education College 大数据以其符合学习者的脑科学、认知心理学及教育技术发展规律的优势深受教育工作者青睐，对 教育系统产生了颠覆性影响。为办好人民满意的教育，提升国民素质和加强学习型社会建设，社区教育理应主动 与大数据相结合，探寻大数据的收集、存储、分析、预测等功能与公民教育的契合点，通过“大数据 + 统筹”“大数据 + 服务”“大数据 + 评估”构建数据生态空间，驱动社区公民教育，培养社区合格公民。 
The Institutionalization of Global Citizenship Education as a Global Policy Agenda (Journal of Education for International Understanding; Vol. 15, No. 2) 出版年份: 2020 作者: Jonghun Kim 机构作者: Korean Society of Education for International Understanding (KOSEIU) The purpose of this study was to examine the driving forces that affect the global diffusion and institutionalization of Global Citizenship Education (GCED), which is rapidly emerging as an important global education agenda. In order to achieve the objective of this study, driving forces affecting the diffusion and institutionalization of GCED were categorized into three perspectives, namely, sociocultural perspective, international economic perspective and institutional perspective. The data were analyzed using multiple regression analysis. The main findings of this study are as follows. First, the degree of sociocultural diversity that represents sociocultural perspective did not have a statistically significant effect on education policies, curriculum and teacher education on GCED in each country. Second, the degree of dependence on international economic relations, which shows international economic perspective, had a positive statistically significant effect on the curriculum of GCED in countries around the world but it did not have a statistically significant effect on education policy and teacher education of GCED. Third, the degree of linkage to the global civil society that represents institutional perspective has a positive statistically significant effect on the GCED education policies, curricula and teacher education of different countries around the world. The results of this study show that institutional perspectives are more persuasive drivers of the spread and institutionalization of GCED in individual countries than from sociocultural perspective and international economic perspective. The result of this study shows that the adoption of policies for GCED is an institutional embodiment reflecting education norms and values at the global level embedded in an institutional environment of the world society rather than instrumental means that meet immediate and concrete socioeconomic needs and demands of individual countries. This study is of significance in that it has identified the driving forces for the diffusion and institutionalization of GCED through empirical analysis. 세계시민교육의 제도화에 관한 연구 (국제이해교육연구; Vol. 15, No. 2) 出版年份: 2020 作者: 김종훈 机构作者: 한국국제이해교육학회 본 연구는 전세계적으로 중요한 교육정책 의제로 급부상한 세계시민교육의 확산 및 제도화에 영향을 미치는 동인을 밝히는 것이었다. 이러한 연구목적을 달성하고자 세계시민교육의 확산 및 제도화에 영향을 미치는 동인을 사회문화적 관점과 국제경제적 관점, 제도주의적 관점으로 구분하고, 다중회귀분석을 사용하여 자료를 분석하였다. 본 연구의 주요 결과는 다음과 같다. 첫째, 사회문화적 관점을 나타내는 사회문화적 다양성 수준은 세계 각국의 세계시민교육의 교육정책과 교육과정, 교사교육에 통계적으로 유의한 영향을 미치지 못하는 것으로 나타났다. 둘째, 국제경제적 관점을 보여주는 국제경제 관계 의존 정도는 세계 각국의 세계시민교육의 교육과정에는 통계적으로 유의한 긍정적인 영향을 미쳤으나, 세계시민교육의 교육정책과 교사교육에는 통계적으로 유의한 영향을 미치지 못하는 것으로 확인되었다. 셋째, 제도주의적 관점을 보여주는 세계시민사회와의 연계 정도는 세계 각국의 세계시민교육의 교육정책과 교육과정, 교사교육에 통계적으로 유의한 긍정적인 영향을 미치는 것으로 밝혀졌다. 본 연구결과는 제도주의적 관점이 사회문화적 관점과 국제경제적 관점보다 개별 국가의 세계시민교육의 확산 및 제도화의 동인으로서 보다 많은 설득력을 지니고 있음을 보여준다. 본 연구결과는 세계시민교육의 정책 도입과 추진이 개별 국가 내부의 특수한 사회문화적·경제적 필요와 요구를 충족시키는 기능적 산물이라기보다 세계사회의 제도적 환경 속에서 배태된 세계수준의 교육규범과 가치를 반영하는 제도적 구성물이라는 점을 시사하고 있다. 본 연구는 세계시민교육의 확산 및 제도화에 미치는 동인을 실증적 분석을 통해 규명했다는 점에서 의미가 있다. 
Uzbekistan: Voluntary National Review 2020 出版年份: 2020 机构作者: United Nations (UN) This voluntary review contains information on the implementation of the 2030 Sustainable Development Goals by the Republic of Uzbekistan, objectives and directions for further activities. Special attention is paid to SDG 4 "Education", where the priority is to improve the quality and coverage of education at all levels, as well as the development of the lifelong education system. Узбекистан: Добровольный национальный обзор 2020 出版年份: 2020 机构作者: United Nations (UN) Данный добровольный обзор содержит в себе информацию по выполнению Республикой Узбекистан целей устойчивого развития 2030, задачи и направления дальнейшей деятельности. Отдельное внимание уделено ЦУР 4 "Образование", где приоритетом является повышение качества и охвата образованием на всех уровнях, а также развитие системы непрерывного образования. 
A Discussion of the Concept of ‘Community of Human Destiny’ Guiding the World Citizenship Education Ethos in the New Era (Journal of Educational Studies; Vol. 14, No. 3) 出版年份: 2018 作者: Song Qiang 机构作者: Beijing Normal University In the new era, the concept of “Community of Human Destiny” has gradually been accepted and recognized by the world, and it is necessary to spread and pass this concept by means of education. It is of significance to seize the opportunity of world citizenship education, which is widely accepted in the west, and guide the World Citizenship Education Ethos by the concept of “Community of Human Destiny”. In terms of connotation, the World Citizenship Education Ethos corresponds with the concept of “Community of Human Destiny”. However, the World Citizenship Education Ethos, to some extent, is still Western-oriented and attached with Western values. Its essential features are also presented with conflict. Based on the concept of “Community of Human Destiny”, it is of necessity to guide and reconstruct the concept of citizenship, the concept of citizenship education, the dominant party, the theoretical basis and the thought domain of the World Citizenship Education Ethos using the concept of “Community of Human Destiny”, and empower it to become an ideological weapon helping China to integrate into world and exhibit its open-mindedness and inclusiveness. 新时代‘人类命运共同体’ 理念引领世界公民教育思潮的理路 (教育学报; Vol. 14, No. 3) 出版年份: 2018 作者: Song Qiang 机构作者: Beijing Normal University 新时代“人类命运共同体”理念已逐渐成为被世界广泛接受和认同的理念，而要将这一理念传播和传 递下去需要通过教育。当前需要利用西方广泛接受世界公民教育的时机，以“人类命运共同体”理念引领世界公民 教育思潮。世界公民教育思潮与“人类命运共同体”理念在内涵上有广泛的契合之处。但世界公民教育思潮某种 程度上还是一种由西方主导，附带西方价值观的思潮，其本质特征也呈现矛盾性。需 要 以“人类命运共同体”理 念 为指引，引领与重构世界公民教育思潮的公民资格观、公民教育观、主导主体、理论基础和思潮版图，使其成为中国 融入世界、展现开放包容的思想武器。 
Lack of Modern Students' Well-Ordered Public Life and the Construction Way—From the Perspective of Schools' Civic Education 出版年份: 2019 作者: Gao Fengqing 机构作者: Shanxi Academy of Educational Sciences | Shanxi Educational Association Public life is a practical communication activity for citizens that takes place in the public sphere to promote public awareness, public affairs and public morality. The lack of students’ public life is likely to lead to the lack of relationship in schools’ civic education, the weakening of students’ micro-public space consciousness and publicity in the Internet age, and the removal of cultural intimacy of civic education. Schools’ civic education should be based on the construction of the whole social public space, so that students’ public life will be organically linked with the global social public space. Schools should solve the conflicts between public expression and individual discourse expression by activating the student citizenship, pay attention to the shaping of students’ cultural emotions through public life experience of national history and Confucianism, and promote the achievement of students’ social emotions and social consensus. 当代学生良序公共生活的匮乏及构建途径: 基于学校公民教育视角 (教育理论与实践; Vol. 39, No. 16) 出版年份: 2019 作者: Gao Fengqing 机构作者: Shanxi Academy of Educational Sciences | Shanxi Educational Association 公共生活是发生在公共领域中的以促进公共意识、公共事务和公共道德品行养成的公民实践交往活动，学生公共生活的匮乏容易造成学校公民教育的关系性存在缺失、互联网时代学生微公共空间意识和公共性的弱化、消解公民教育的文化亲密性。学校公民教育应立足建构全域的社会公共空间，使学生公共生活与全域的社会公共空间形成有机联系，通过激活学生公民身份解决公共表达和个体话语表达的冲突，重视国家历史和儒家立场的公共生活经验对学生文化情感的形塑，促进学生社会情感和社会共识的达成。