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打牢中华民族共同体意识的思想基础研究 出版年份: 2020 作者: Wang Jian | Hu Hong-Xing 机构作者: 中央民族大学 从世界范围来看，强调国家认同的公民教育已发展成为当前全球多元文化社会治理的核心 主题。我国学术界对中华民族共同体的研究，目前集中在两个主题，一是研究“中华民族多元一体格局”的多 民族国情，二是研究“中华民族共同体意识”。铸牢中华民族共同体意识、打牢中华民族共同体思想基础，既 是马克思主义民族理论中国化的重要产物，也是习近平新时代民族工作指导思想的核心内容。新时代打牢中 华民族共同体意识的思想基础，需要坚持不懈地开展马克思主义祖国观、民族观、文化观、历史观宣传教育。 首先，打牢中华民族共同体意识的思想基础需要深入研究马克思主义的祖国观、民族观、文化观、历史观及其 相互关系，形成马克思主义的民族工作思想体系; 其次，打牢中华民族共同体意识的思想基础需要从政治上深 入理解习近平新时代民族工作的指导思想，坚定走有中国特色的解决民族问题的“中国道路”; 最后，从教育 路径入手，提出打牢中华民族共同体思想基础的治理方略。 
Religion and Belief Issues in the Countries of Central Asia (Kyrgyzstan, Kazakhstan, Uzbekistan, Tajikistan) and Russia in the Media; April 2016 - April 2017 出版年份: 2017 作者: Evgeny Zavyalov 机构作者: Open Position (Kyrgyzstan) This publication is a review of news on religion and belief issues that appeared in the media from April 2016 to April 2017, in Central Asia (Kyrgyzstan, Kazakhstan, Uzbekistan, Tajikistan) and Russia. The materials included in the publication were distributed monthly on a newsletter including members of religious communities and experts working on issues of religion and belief. Вопросы религии и убеждений в странах Центральной Азии (Кыргызстан, Казахстан, Узбекистан, Таджикистан) и России в материалах СМИ. Апрель 2016 г. - апрель 2017 г. 出版年份: 2017 作者: Evgeny Zavyalov 机构作者: Open Position (Kyrgyzstan) Настоящее издание представляет собой обзор новостей по вопросам религии и убеждений, вышедших в СМИ в период с апреля 2016 по апрель 2017 года, по странам Центральной Азии (Кыргызстан, Казахстан, Узбекистан, Таджикистан) и России. Вошедшие в публикацию материалы ежемесячно рассылались по рассылке, включающей членов религиозных общин и экспертов, занимающихся вопросами религии и убеждений. 
التربية العالمية (الدولية) وتدريس المواد الاجتماعية: تطبيقات ونماذج من أبحاث ودراسات سابقة 出版年份: 2018 作者: Asmaa Al-Ahdal | Iman Eida 机构作者: King Abdulaziz University محاضرة من أحد الجامعات السعودية، تتطرق لماهية التربية الدولية كعلم، وتطبيقاتها في مناهج الدراسات الاجتماعية. يناقش الماحضران مفهوم التربية الدولية وخصائصها وتأريخ نشأتها كعلم. Global Education (International) and Teaching Social Subjects: Applications and Models from Previous Research and Studies 出版年份: 2018 作者: Asmaa Al-Ahdal | Iman Eida 机构作者: King Abdulaziz University A lecture from a Saudi university, dealing with what is international education as a science, and its applications in social studies curricula. The two lectures discuss the concept of international education, its characteristics and the history of its inception as a science. 
Gender Report 2020: A New Generation; 25 Years of Efforts for Gender Equality in Education (Global Education Monitoring Report) 出版年份: 2020 机构作者: UNESCO | Global Education Monitoring Report Team Building on the 2020 Global Education Monitoring Report, this report investigates how inclusion in education can advance gender equality in and through education, which is critical to make progress towards gender equality in society. The goal of gender equality is, of course, not new. It was enshrined in the 1979 Convention on the Elimination of All Forms of Discrimination Against Women and was at the core of the 1995 Beijing Declaration and Platform for Action, whose 25th anniversary is marked in 2020. 
The Aesthetic Dimension of the Civic and Citizenship Education (Journal of Educational Studies; Vol. 12, No. 1) 出版年份: 2019 作者: Zheng Fuxing 机构作者: Beijing Normal University Civic emotion is an important part of citizenship. However, the contemporarily research and practice of the civic and citizenship education pay less attention to emotional issues. This defect in the civic quality and the civic and citizenship education weakens the enthusiasm of civic participation and the common feelings among citizens. Emphasis on emotional education highlights the aesthetic factors of the civic and citizenship education. Citizen’ emotions are first represented as the emotional identification to public affairs or public things, such as national identity; the way to cultivate citizen’s emotional identity not only can be through the aesthetic experience of national culture but also the emotional connection among citizens in the practice participation. Citizen’s emotions are also manifested as an emotional critique of public affairs or public things. The way to cultivate the citizen’s emotional criticism is mainly to cultivate citizen’s ability of aesthetic criticism based on aesthetic justice. 公民教育的审美之维 (教育学报; Vol. 12, No. 1) 出版年份: 2019 作者: Zheng Fuxing 机构作者: Beijing Normal University 公民情感是公民品质的重要内容。但是，今日公民教育的研究与实践对情感问题关注较少。公 民 品 质与公民教育中的情感缺陷减弱了公民参与的积极性，削弱了公民之间的共同情感。强调情感教育凸显了公民教 育的审美因素。公民情感首先表现为一种对公共事务或公共事物的情感认同，如 国 家 认 同 感；培育公民情感认同 的途径既有对国家文化的审美体验，也有公民参与实践中的情感联结。公民情感还表现为一种对公共事务或公共 事物的情感批判；培育公民情感批判的途径主要为培养公民基于审美正义的审美批判能力。 
UNESCO GCED eNewsletter Issue 4 出版年份: 2016 机构作者: UNESCO Feature: Mobilizing support for global citizenship and sustainable development through Education Target 4.7 UNESCO 1974 Recommendation used to measure progress towards education target 4.7 Measuring progress towards 4.7 Gyeongju Action Plan: NGOs join UNESCO Global capacity-building workshop on GCED organized by APCEIU Southern Africa Regional Meeting on GCED convened in Johannesburg, South Africa UNESCO launches Teacher's Guide on the Prevention of Violent Extremism Expert meeting on the Prevention of Violent Extremism through Education European ministers back education for democracy to counter extremism and racaism UN discusses innovative solutions to prevent violent extremism through education UNESCO's YESPeace Network taps the power of youth worldwide to change the future GCED Topics and Learning Objectives available in seven languages. 
Ensinando sobre o Holocausto na Escola : Informações e Propostas para Professores dos Ensinos Fundamental e Médio 出版年份: 2014 作者: Nilton Mullet Pereira | Ilton Gitz 机构作者: UNESCO This textbook aims at helping teachers of primary and secondary education to address the Holocaust theme in their classes. This book contains suggested activities, lists of books and films references to help pupils to make connections between the Holocaust and others genocides but also to develop critical thinking and respect for human rights.