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数字公民素养的理论基础与培养体系 出版年份: 2020 作者: Zheng Yunxiang | Zhong Jinping | Huang Liuhui | Yanghao 机构作者: 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。 
Global Citizen’s Guide 出版年份: 2014 机构作者: Atlantic Council for International Cooperation (ACIC) ACIC’s Global Citizen’s Guide has some great ideas for you to get participate in local and global communities. It offers tips on volunteering, ethical consumption, engaging in democracy, organizing events, internships, and much more. The guide also profiles a number of Atlantic Canadians that are working to make the world a better place. Guide du Citoyen Mondial 出版年份: 2014 机构作者: Atlantic Council for International Cooperation (ACIC) Le guide du citoyen mondial d’ACIC propose d’excellentes idées pour vous aider à vous impliquer davantage au sein de communautés locales et mondiales. Il offre des conseils sur le volontariat, la consommation éthique, l’engagement pour la démocratie, l’organisation d’événements, les stages, et bien plus encore. Le guide présente aussi un certain nombre de portraits de Canadiennes et de Canadiens de l’Atlantique qui travaillent pour rendre le monde meilleur. 
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) 出版年份: 2020 作者: Zheng Xudong | Fan Xiaoyu 机构作者: 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) 出版年份: 2020 作者: Zheng Xudong | Fan Xiaoyu 机构作者: 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 Development Trend and Enlightenment of American National Identity Education (Modern University Education; No. 2) 出版年份: 2020 作者: Zhang Liguo | Guo Liqiang 机构作者: Hunan Higher Education Association | Central South University Influenced by globalization, informationization and cultural diversity, the risk of deconstruction and differentiation of national identity is increasing. In the process of national identity construction, national identity education undoubtedly plays a unique and important role. The United States as one of the countries which carry out education of national identity is more successful, its national identity education presents the concept of education in the process of evolution from “one yuan” to “integration” transformation, education mode transition from “forced” to “invasion”, education field from the “school” to “life” and other typical characteristics of extension, some experience for China’s national identity education has a certain reference and enlightenment. China’s national identity education should adhere to the principle of building common ground while reserving differences. While respecting the diversity of cultures, it should take the forging of common values as the spiritual bond to effectively adjust the contradiction between the unity and diversity of national identity. Adhere to the combination of knowledge and practice, continue to strengthen civic education to shape responsible and active citizens; adhere to the combination of rigor and softness, improve the effectiveness of education with diversified classroom teaching and practical reform; adhere to both internal and external cultivation, deeply understand the core attributes of national identity, and sublimate the understanding and recognition of national identity education with an open vision. 
Educación para la ciudadanía global crítica 出版年份: 2020 作者: Alejandra Boni | Sergio Belda-Miquel | Carola Calabuig-Tormo 机构作者: Editorial Síntesis Este libro presenta la propuesta de la educación para la ciudadanía global crítica. Se trata de una invitación a articular una educación transformadora que resulte adecuada para generar una ciudadanía consciente, activa, movilizada, capaz de autoorganizarse, de oponer resistencias, de proponer alternativas y de encontrar caminos distintos ante la actual crisis multidimensional que ataca las bases de la convivencia y las propias condiciones que permiten la vida en el planeta.Las autoras y el autor del presente libro pretenden que este texto sirva, precisamente, para adquirir esa conciencia y para descubrir caminos para ponerla en práctica. Aunque se centra sobre todo en el ámbito educativo formal, ofrece también propuestas y reflexiones para el ámbito no formal y el informal e, incluso, para el diseño de políticas públicas. 
The Development Trend and Enlightenment of Civic Moral Education for British Young People 出版年份: 2020 作者: Liu Bingyuan 机构作者: Contemporary Education Sciences The United Kingdom has launched a national citizenship and moral education curriculum for teenagers has been set up, with emphasis on globalization and diversification of social development. The curriculum is by and large represents citizenship and moral education theory and practice in western democracies. The trend of the development of civic moral education for British young people tells us that it is very important for the government to take the responsibility of education subject to promote effective civic moral education. Nothwithstanding, it is noteworthy the curriculum places significance emphasis on citizenship and moral education in a pluralistic society need to emphasize the cultivation of common values and social moral responsibility of citizens. The content and process of civic moral education should embody citizenship. Social participation is an important way to cultivate citizens' moral practical ability. We should strengthen the professional training of civil moral education teachers. 英国青少年公民道德教育的发展趋势及其启示 出版年份: 2020 作者: Liu Bingyuan 机构作者: Contemporary Education Sciences 尽管英国在晚近刚刚建立国家层面的统一的青少年公民道德教育体系，但该国青少年公民 道德教育的发展历程，则较为典型地为我们呈现了一幅在全球化和多元化社会发展的背景下，西方民主政 体中的公民道德教育理论与实践的特色画面。英国青少年公民道德教育发展的趋势启示我们，政府承担起 教育主体的责任对于有效的公民道德教育推进至关重要；在多元化社会中更需要强调公民共同价值观和 社会道德责任感培养；公民道德教育的内容与过程需体现公民性；社会参与是公民道德实践能力养成的重 要途径；应加强公民道德教育师资力量的专业培训。 
Supplementary guides for psychosocial recovery in district educational communities after a critical situation 出版年份: 2014 机构作者: Cuidado y autocuidado These guidelines seek to provide educative and teaching tools to accompany all education communities after the process of recognizing critical situations that require immediate attention. This attention is given in Bogota by the professional and interdisciplinary teams that belong to the Integral School Orientation Response strategy -RIO (for its acronym in Spanish). They use as methodological tools activities based on recreation, art and games, recognizing them as key elements in the psychosocial recovery to face critical situations that have affected the everyday life of the district educational communities, seeking to strengthen the capacity of people to overcome the impact caused by a particular event.