中国公民教育成功吗 Is Citizenship Education in China a Successful PracticeWord格式文档下载.docx

中国公民教育成功吗 Is Citizenship Education in China a Successful PracticeWord格式文档下载.docx

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1.Introduction

ThisessaydiscussesthefeaturesandcontentsofciviceducationinChina,andarguesthatthoughfurtherimprovementsinteachingmethodsandthecurriculumareneeded,civiceducationinChinaisarelativesuccessfulpracticeinitspatrioticeducation,politicalandconstitutionaleducation.Afterthereformandopening-uppolicyin1978,dramaticsocial,politicalandeconomicchangeshavetakenplaceinChina,whichcontributestoashiftfromthetraditionalConfucianismandIeo-logicaleducationtopatriotic,moral,politicaleducationandextra-curricularactivitiesinthecurriculumofcitizenshipeducation.TheessaywillfirstlygiveabriefreviewofthedevelopmentofcitizenshipeducationinearlymodernandcontemporaryChina,thenfocusonthefeatures（theCPCguiding,classroomteachingdominatingandsocialresponsibilitycultivating）andcontents（patriotic,moral,politicalandconstitutionaleducationandextra-curricularactivities）oftheChineseciviceducationcurriculuminprimary,middle,highschoolsanduniversities.AftertheintroductiontoeachareaofChineseciviceducation,evaluationsandanalysiswillalsobegiventotheeffectivenessofcitizenshipeducation.Finally,IconcludethatthereisaneedforChinatodevelopworldcitizenshipeducationandcultivateworldcitizens.

AccordingtoHargreaves,civiceducationcanbedefinedasakindof“civicvirtueanddecentbehaviorthatadultswishtoseeinyoungpeople”（ascitedinCrick,2004,p.3）.“Successful”means“havingtheeffectorresultyouintended”intheLongmanDictionary.Intheessay,“successful”refersthatChineseciviceducationservestocultivatetheyoungergenerationandhelpspeopletobequalifiedcitizens.Citizenshipeducation,whichfosterscitizenscollectivesolidarity,equipspeoplewithpoliticalknowledgeandtrainstheyoungsterstobequalifiedcitizensthroughsystematicimpartment,hasbeenacontroversialissueforalongperiodoftime.ScholarsandeducatorsfocusedondifferentaspectsofChinesecitizenshipeducationinChinaandshapeddistinctevaluations.Forinstance,thecurriculumofChineseciviceducationisinfluencedby“thestate’spolicies”,“transmitsstateprescribedvalues”,andtakestheformof“politicalleadership”（Xu&

Law,2015,p.33）.Li,Zhong,Lin&

Zhang（2004）whomainlyfocuson“deyu”,thetraditionalChinesemoraleducation,suggestthatmoraleducationisanimportantpartofciviceducationforpreservingsocialstabilityandindoctrinatingtheyoungsters.Zhu&

Feng（2008）pointoutthatafterconstantimprovementsandreformsinthecurriculum,greatchangeshavetakenplaceincitizenshipeducation,butChinastillneedstoconsidercultivatingworldcitizensintheglobalizationera.Kennedy,Fairbrother&

Zhao（2014）statethatcitizenshipeducationmight“transformChinaintoamoreopen,modernandliberalsociety”（p.43）,butthequestionishowtomakethetransformation.Onthebasisofpreviousstudies,thisessayfocusesonChinesecitizenshipeducationcurriculuminprimary,middle,highschoolsandhighereducationalinstitutionsfrom2000to2015.

2.ThedevelopmentofciviceducationinearlymodernandcontemporaryChina

Inthelate19thcentury,theterm“citizen”originatedinthewesternworldcametoChina（Xu,2014）.DuetotheeffectsandstrugglesofChinesescholarsinthelateQingDynasty,civiceducationgrewintheearly20thcentury.Aseriesofmovementsliketheenlightenment,theexplorationofcivicmovement,theMayFourthMovementpromotedthedevelopmentofciviceducation（Xu,2014）.AsXustates,civiceducationinthebeginningof20thcenturytookthefeatureof“reformingnationalcharacter,rescuingthenation,cultivatingcivicawareness,advocatinghumanrights”（p.27）andpromotingfreedom.ThesemovementsbroughtenlightenmentstoChinesecitizens,alteredpeople’sthinkingpatternsandmostimportantly,laidasolidfoundationforthefurtherdevelopmentofcitizenshipeducationinmodernChina.

In1957,theMinistryofEducationcalledforestablishingasystematicalschool-orientedciviceducationsystemfortheyoungergeneration.Thiswasthefirsttimethat“theconceptofdevelopingcitizens”（Qin,2014,p.42）hadbeenraisedtothenationallevelsincethefoundingofthePeople’sRepublicofChina.AftertheReformandOpeninguppolicyin1978,dramaticchangeshadtakenplaceinsocial,political,culturalandeconomicareasinChina.Thesechangesacceleratedthedevelopmentofciviceducation,andatthesametimearousedpeople’sawarenessofbeingthe“mastersofthecountry”（Qin,2014,p.42）.Inthe1980sand1990s,theCPCCentralCommitteeandtheChineseeducationaldepartmentmadegreatprogressinexplainingtheultimatepurposeandenrichingthecontentsofcitizenshipeducation.

Thecurriculumofciviceducationwhichwasdesignedonthebasisofsocialdevelopmentprocessexperiencedseveralreforms.Beforethecurriculumreformin2000,thetextbookstenttoleadChinesecitizenstoconcernaboutmany“complicatedpolitical,philosophicalorethicalproblems”（Wang&

Tan,2014,p.195）.Consideringtheoldtextbookswereoutofdateandpoorlyconnectedwithstudents’reallife,thenewtextbooksafterthereformputmoreemphasisonthestudents’engagementinpublicandsocialaffairs,andtheirawarenessofbeingcitizens（Wang&

Tan,2014）.After2000,civiceducationwasrecognizedasanessentialpartnotonlyinschooleducation,butalsoinsociallife.Forinstance,variousactivitiesandTVprogramswereorganizedandproducedtocultivateyoungstersas“aspiring,ethical,educatedanddisciplined”（Qin,2014,p.43）socialistcitizens.In2007,the17thNationalCongressoftheCPCstatedthatthepurposeofciviceducationwasto“enhancecivicawarenesseducationandbuildupsocialistdemocracy,ruleoflaw,freedom,equalityandjustice”（ascitedinKennedy,Fairbrother&

Zhao,2014,p.43）.Tosumup,aftervariousrefromsandimprovementsinthepastcenturies,ChinahasdevelopedcitizenshipeducationwithChinesecharacteristic.

3.FeaturesofciviceducationinChina

ThefeaturesofChineseciviceducationcanbesummarizedinthreeaspects:

theCPCguiding,classroomteachingdominatingandsocialresponsibilitycultivating.TheCPCguidingsuggeststhatChineseciviceducationshouldbeundertheinstructionandgovernanceoftheCommunityPartyofChina（Zhang,2007）.Inchina,patriotismiscloselyrelatedtotheCPCguiding.AsZhao（1998）demonstrates,though“thecontentofpatrioticeducationisnon-Communist,theessenceofthepatrioticeducationcampaignwastomaketheChinesepeoplesupporttheleadershipoftheCommunistParty”（p.296）.Afterreceivingpatrioticeducation,mostoftheChineseyoungstersmayformapowerfulemotiontoChina,gainasenseofnationalidentity,nationaldignityandnationalpride,andholdadesiretocontributetoChina’sfuturedevelopment（Fairbrother,2004）.

Inaddition,thecurriculumofciviceducationputsgreatemphasisonclassroom-basedteachingmodes,especiallyinprimaryandmiddleschools.Morespecifically,exceptsomevolunteeringactivitiesdesignedmainlyforuniversitystudents,mostoftheciviceducationactivitiestakeplaceinclassroomteachingenvironment.Atypicalformofciviceducationisthattheteachersimpartknowledgeintextbookstostudents.Differentcontentsoftextbooksaredesignedforprimary,secondary,highschoolanduniversitystudentsaccordingtotheircognitivecapabilities（Wang&

Tan,2014）.Throughasystematicalimpartmentofsuchsubjectsashistory,politics,andgeographybyteachers,studentsmayconcernaboutthedevelopmentanddestinyofChinesesociety,traditionalChineseculture,achievementsordifficultiesinthemodernizationconstruction,whichmaybeeffectiveinpromotingstudents’socialresponsibilityandenhancingtheirmoralconsciousness.

ApartfromtheCPCguidingandclassroomteachingdominating,anotherfeatureofChineseciviceducationisthatcitizenshipeducationaimsatcultivatingstudents’socialresponsibility.Differentfromcitizenshipeducationinthewesternworldwhichconcentratesonindividualism,civiceducationinChinafocusesmoreoncollectivismandresponsibility（Zhang,2007）.AccordingtoCummings,somepossibleinstancesofcollectiveconcernscanbe“providingaguideforbehaviorindailylife,encouragingcivicconsciousness,strengtheningnationalidentity,fosteringanappreciationfortheheritage,andemphasizingfamilyvalues”（ascitedinLee,Grossman,Kennedy&

Fairbrother,2004,p.26）.Inaddition,inthepastfewdecades,thecurriculumhasconcentratedonguidingyoungstershowtoundertaketheirresponsibilityfortheirfamiliesandclassmates,thenation,thesociety,thegovernmentandthecountry,howtogetalongwithothers,whatrolesdotheyneedtoplayinthecommunity,andwhattheirobligationsandrightsare.Thepurposeofcultivatingstudentstotakeresponsibilitiesistoincreasetheir“awarenessofdemocracy,awarenessofrightsandobligations,andawarenessofequityandjusticeamongcitizens”（Wang,2014,p.179）.

Ascanbeseenfromwhathavebeendiscussedabove,typicalfeaturesofChineseciviceducationaregovernment-oriented,classroomteachingdominatingandtextbooksinstructing,andaimingatcultivatingstudents’responsibility.

4.ContentsandevaluationsofciviceducationinChina

4.1Patrioticeducation

AsFairbrother（2004）illustrates,Chinesepatrioticeducationservesseveralfunctions:

firstly,increasingnationalunityandterritorialintegrity;

secondly,impartingknowledgeaboutinternationalre