公民發展與教育方法

Citizenship Development and Education

沈六(Liow Sheen)

《公民訓育學報》 5期 (1996/06) Pp. 7-22

https://doi.org/10.6231/CME.1996(5)02

摘要

公民教育乃在幫助學生與成人，以信心與決心勇敢地承擔他們的責任，以及幫助他們本乎民主原則，實現國家的和諧統一與達成國家的理想。兒童的公民經驗將使兒童知覺到公民的意義與重要性。兒童持續發展經過六個公民發展階段。第一階段稱之為生物性公民，自嬰兒出生與他的母親形成親密的關係開始，其間經過家庭公民、成形的社會公民、階層性社會公民、水平的社會關係，最後一個階段稱之為垂直的社會關係，則產生在青年轉移到成人時期，並且取得成人的權利，與承擔成人的義務之後開始。這些發展模式，能夠成為建構與發展完美的公民教育課程與方法的基礎與準則。經調查研究，在公民課程設計與教學計畫中，出現八種可選用的方法。它們是學術學科、相關法律教育、社會問題、批判思考、價值澄清、道德發展、社區參與、與制度化的學校改革等。公民教育如果能混合應用此八種方法，則公民教育可能培養出更理想的、受歡迎的、熱心公益、有社會責任感、有德行涵養、能服從社會規範的好公民。

並列摘要

Citizenship devlopment consists of the social and cultural processes that contribute to children's acquisition of citizenship perceptions, values, and behaviors. Dynneson and Gross completed work on a citizenship development theory that identified the most important phase of citizenship development process. The process contains six stages of citizenship development.Citizenship development is considered unique to each society, depending on the social and educational requirements that regulate the social life related to childrearing. Stages one and two take place primarily in home setting and also in the community setting, but stages three through six take place in the home, community, and school settings. The agents of citizenship development for stage one are primarily the mother, along with the rest of the family; while the primary agents for stage two include the family, extended family, and the neighborhood. Stages three through six identify teachers, friends, and peer group members as important agents of citizenship development. Consequently, the role of the school in citizenship development is of great importance as the agent of the community, society, and the state and teachers are prominent agents of citizenship development.Citizenship education seem to take place at two levels of experience for the student, the informal and formal. The formal level of citizenship education begins in the elementary schools as the students study various aspects of the community and in the secondary schools as the students study more specialized subjects related to civics and morality. The informal aspects of citizenship education occur as a consequence of the conditions created by the social settings of the schools. This setting is dominated by the practices, attitudes, and inclinations of the teachers, administrators, staff members, and peer groups who operate within this setting.In 1977, Fred M. Newmann identified eight citizenship education approaches that seem to reflect the status of citizenship instruction in the schools. These include the academic disciplines approach, the law-related education approach, the social problems approach, the critical thinking approach, the values clarification approach, the moral development approach, the community involvement approach, and the institutional school reform approach. By combining these eight approaches, a comprehensive instructional approaches for citizenship education can be compiled. At this point, it is important to suggest that citizenship education is so broad and contains so many approaches that almost anything taught in the curriculum might be considered some form of citizenship education. Therefore, it is important that some general consensus be reached among educators as which of the many instructional approaches are most important to the education of youth.