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Education à la citoyenneté et de la coexistence: la citoyenneté et le module de coexistence de la construction collective des significations et des réseaux; Unité 2; la citoyenneté, la société et le territoire 出版年份: 2014 机构作者: Centro de Investigación y Educación Popular (CINEP) | Secretaría de Educación del Distrito (SED) Ces modules et guides sont dirigés vers Facilitateurs Réseau Citoyenneté et Coexistence pour les aider dans un processus de formation et de réflexion qui leur permet d'être au courant de leurs capacités, et les outils dont nous disposons, en fournissant une banque d'activités d'apprentissage, ainsi qu'un général guide pour le développement, en fonction des besoins des processus avec leurs communautés éducatives. Par conséquent, les processus de dialogue et d'échange qui ont été développés avec les mêmes animateurs de réseau, et l'interaction et de réflexion avec tous les acteurs de l'éducation à Bogota, ont été prises en compte dans les orientations conceptuelles, méthodologiques et didactiques des modules et des guides. 
Reading List for Global Citizens: Adult 出版年份: 2020 机构作者: Manitoba Council for International Cooperation (MCIC) | Global Affairs Canada (GAC) This reading list helps readers to be a global citizen by reading books that are informative and inspiring. 
A Comparative Analysis on Content Elements of Global Citizenship Education in 2009 and 2015 Revised Middle School Social Studies Curriculum (Education Research; Vol. 74) 出版年份: 2019 作者: Kyunghee Sung | Soyeon Lee 机构作者: Sungshin Women's University Educational Research Institute This study is a follow-up study of the 2017 research which analyzed content elements of global citizenship education in elementary school Social Studies. Based on the global citizenship education index, the content elements of are analyzed in the 2009 and 2015 revised middle school Social Studies curriculum, and then it was compared to the results of previous research in elementary school. As a result, it can be found that the content elements of global citizenship education in the middle school Social Studies are not increased or strengthened. In terms of 'strong connection', there was almost no change in the proportion of the cognitive domain and the socio-emotional domain, but rather it decreased in the behavioral domain. Compared with the results of elementary school, it is appeared that elementary school showed a larger increase than the middle school in the proportion of content elements depending on the change of curriculum. Through this, it can be confirmed that the global citizenship education was strengthened in elementary school in the 2015 revised Social Studies curriculum. At the time of next curriculum revision, it will be necessary to consider adding and revising the content elements related to global citizenship education to meet the needs of international community. 2009 개정과 2015 개정 중학교 ‘사회’ 교육과정에 나타난 세계시민교육 내용요소 비교 분석 (교육연구; Vol. 74) 出版年份: 2019 作者: Kyunghee Sung | Soyeon Lee 机构作者: Sungshin Women's University Educational Research Institute 본 연구는 초등학교 ‘사회’ 교육과정의 세계시민교육 내용요소를 분석한2017년 연구의 후속 연구로, 세계시민교육 지표에 근거하여 2009 개정 및 2015 개정중학교 ‘사회’ 교육과정에 나타난 내용요소를 분석하고, 나아가 이전의 초등학교 연구결과와도 비교⋅분석을 수행하였다. 분석 결과, 2009 개정 대비 2015 개정의 중학교‘사회’에서 세계시민교육 내용요소의 비중이 증가하거나 강화되는 모습을 발견할 수없었다. 강한 관련성을 중심으로 영역별로 살펴보면, 인지 영역과 사회⋅정서적 영역의비중 변화는 거의 없었으며, 행동적 영역에서는 오히려 감소하였다. 초등학교 ‘사회’ 분석 결과와 비교하면, 교육과정 변화에 따른 내용요소 비중의 증가 폭과 내용 심화가중학교급보다 초등학교급이 더 큰 것으로 나타났다. 이를 통해 2015 개정 교육과정에서는 초등학교급에서 세계시민교육이 강화되었음을 확인할 수 있었다. 향후 세계시민교육 차원에서 중학교 ‘사회’가 시대의 흐름 및 국제사회의 요구에 부응할 수 있도록차기 교육과정 개편 시 내용요소 추가 및 수정이 고려될 필요가 있을 것이다. Education à la citoyenneté et de la coexistence: la citoyenneté manuelle et la coexistence de construction collective du sens et de réseaux; Unité 3; la citoyenneté mondiale et de la société déracinée 出版年份: 2014 机构作者: Centro de Investigación y Educación Popular (CINEP) | Secretaría de Educación del Distrito (SED) Ces modules et guides sont dirigés vers Facilitateurs Réseau Citoyenneté et Coexistence pour les aider dans un processus de formation et de réflexion qui leur permet d'être au courant de leurs capacités, et les outils dont nous disposons, en fournissant une banque d'activités d'apprentissage, ainsi qu'un général guide pour le développement, en fonction des besoins des processus avec leurs communautés éducatives. Par conséquent, les processus de dialogue et d'échange qui ont été développés avec les mêmes animateurs de réseau, et l'interaction et de réflexion avec tous les acteurs de l'éducation à Bogota, ont été prises en compte dans les orientations conceptuelles, méthodologiques et didactiques des modules et des guides. 
Investigation and Analysis on the Service Status of University Libraries in Digital Citizen Education (Library Work in Colleges and Universities; No. 4) 出版年份: 2020 作者: Tangyi | Liulu 机构作者: College library and Information Committee of Hunan Provincial This paper investigated the status of the service provided by university libraries in China to cultivate digital citizens and the cognition of responsibility of cultivating digital citizens provided by university libraries. The survey found that: firstly, the number of service in the digital citizen education provided by the university library is related to the university’s level; secondly, university libraries provide the most abundant service in the areas of digital literacy, digital access and digital communication, and less service in the areas of digital law, digital etiquette and digital power; thirdly, university libraries provide the scarcest service in the area of digital trade and most university libraries consider it is no responsible to provide this service or just hold an uncertain attitude; fourthly, there is no significant correlation between the service on digital citizen education provided by university libraries and the cognition status of responsibility. 高校图书馆在数字公民教育中的服务现状调查与分析 (高校图书馆工作; No. 4) 出版年份: 2020 作者: Tangyi | Liulu 机构作者: College library and Information Committee of Hunan Provincial 文章调查了我国高校图书馆为培养数字公民所提供的服务状况和高校图书馆培养数字公民的责任 认知状况。调查发现: 第一，高校图书馆在数字公民教育各层面所提供的服务数量与院校等级有关; 第二，在 数字素养、数字获取与数字交流这三个方面提供的服务最为丰富，在数字法律、数字礼仪以及数字权力与义 务这三个方面提供的服务数量较少; 第三，在数字贸易方面提供的服务最为稀缺，且认为无责任提供此方面 服务或者持不确定态度的高校图书馆数量最多; 第四，高校图书馆在数字公民教育中所提供的服务情况与其 责任认知状况并不存在显著性相关联系。 
From Teaching Craftsmen to Lamplighters: Ignorance and Recovery of Teachers’ Citizenship Education Consciousness (Forum on Contemporary Education; No. 296) 出版年份: 2020 作者: Hu Chaoxia | Tang Songlin 机构作者: Hunan Academy of Educational Science From the perspective of curriculum, there are two major shortcomings of citizenship education in schools in China: civic education replaces complete citizenship education with citizenship cognition, and the path development is inadequate; the concentric focus of citizenship education with other courses is inadequate, and the path expansion is inadequate. From the perspective of teachers, the reason is that the professional orientation of “teaching craftsmen” ignores the self-consciousness of their functions under the background of modern education, which restricts the expansion of their educational horizons. Teachers should be conscious of citizenship education, teach for social harmony and citizen happiness, expand the field of citizenship education, form a learning community, develop toward nature, society and life, build a panoramic, multi-level interlaced world of citizenship education, expand the horizon of disciplinary education, and explore reveal or conceal in subject curriculum resources. The curriculum resources of citizenship education should build a general pattern of citizenship education through the whole staff and the whole curriculum. 
可欲且可行的全球公民教育实践路径: 苏格兰“全球故事情节法”探析 (外国教育研究; Vol. 47, No. 3) 出版年份: 2020 作者: Rao Shuqi 机构作者: Northeast Normal University 研究发现，全球公民教育的热度不高与其实践层面的三重困境有关。“全球故事情节法”之所以成为苏格兰实施全球公民教育的最有效路径，正是源自于其对实践困境的有效回应：其一，政府对全球公民教育的倡导营造了相对宽松的政策环境，“全球故事情节法”与现有课程体系相融合获得了灵活的实践空间，实现了安全的课程地位。其二，通过对“故事情节法”和教育戏剧的运用，使全球社会和全球议题通俗化，实现了学生的体验式学习，弥合了学生认知能力和认知需求间的矛盾。其三，西苏格兰发展教育中心通过职业培训传播了理论知识和实践能力，构建了围绕全球公民教育的共同体，为教师提供了教学支持。 
Digital Citizenship Education: The Policy and Practice in Asia-Pacific Region (International and Comparative Education; Vol. 8) 出版年份: 2019 作者: Zhou Xiaoli | Wang Fangzhou 机构作者: Beijing Normal University With the advent of the network informational age, digital citizenship has gradually become a concept for in-depth exploration. At the same time, the education of digital citizenship has also increasingly become an important part of the education system of many countries around the world. In Asia-Pacific area, UNESCO Bangkok has started to launch the digital citizenship project, while those member states are actively exploring and working on all aspects of relevant policy and practice. As the countries with high information level, Singapore, Australia and Korea have been carrying out better digital citizenship educations, especially in terms of cyber wellness courses, cyber security education and internet addiction prevention and treatment. The status and experience of the digital citizenship education in Asia-Pacific countries can provide some enlightenment for the future advancements of digital citizenship education in China.