THE MODERN PRACTICES OF CCE: MODELS OF NATION STATES AND THEIR DIFFERENCES ON GOOD CITIZENS

There is abundant literature in theoretical research on civic education relating to identity. The categories of theories about the individual identity of the elites cover the groups of the training of civic qualifications, cultivation of civic rights(duties), and the development of psychological cognition etc. The categories of theories of community and socialization include knowledge-accumulation, identity, functional transition, social-development, and global citizens etc. According to the specific and varied systems of government, seven developed countries from the West and the East are taken as examples of case-study to compare with China. The comparisons fall on these models mainly from the point of teaching and learning practice. Because the arguments are based on the different analytical methods and data sources in the chapter, the list below could give a clear map of four main arguments mentioned in the following analyses and discussions (see Table 1).

Table 1. Main arguments, data, methods, and sources in the chapter

Arguments

Data and methods

Sources

1 national curriculum reform of Ideo-politics in China

Investigations from 20032006 in Hangzhou, China

Wang, 2009

2 learning and teaching of CCE in the West

Models of Nationl curriculum system

Birzea, 2004; QCA, 1998 and etc.

3 Good citizen in the West

IEA measurements in 1971,2006,2009

IEA, 2010

4 Good citizen in China

Sampling investigation

Wang, 2012

 
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