The answer to the personal goal of developing citizen literacy with J basic quality in senior high school

it is the core task of basic education in modern society to cultivate every educated person's civic quality of participating in and creating social life. Over the years, we have been making unremitting efforts to cultivate workers with socialist consciousness and culture, and have been vigorously advocating the cultivation of new people with "four haves". However, there are still quite a few problems in how to achieve this goal through practical educational activities that are in line with children's physical and mental development, especially through the implementation of curriculum, the main channel of school education. Especially, in the face of great changes in the social environment and many confused teenagers who need to be guided urgently, our education is slow and passive. Over the years, there have been conscious and unconscious adult education, narrowing the connotation of civic education, and over-emphasizing the tendency of politicization, which makes the lack of scientificity and effectiveness of our educational content and methods more prominent. Teenagers' problems in basic social understanding, basic ability to participate in social life, social feelings and other aspects, and their shortcomings in physical and mental health development can not but arouse our reflection. Therefore, when we re-emphasize today to build an education centered on promoting the all-round and harmonious development of each educated person, we must pay attention to the development of each student's knowledge and ability, and seriously think about how to cultivate their emotions, form their responsible attitudes and values towards themselves, others, society, the country and the world, and effectively promote their independence, creativity and ability to adapt to social changes. Among them, the construction of civic education courses that meet the needs of China's modern democratic and legal country is the primary problem that should be considered and solved. In the curriculum of basic education in various countries, The Social Studies is offered as a comprehensive civic education course. Social studies, as an independent course, has a history of nearly a hundred years abroad, but it is still a new curriculum field in China. There is still a lack of basic understanding of the basic nature, purpose and function of this course and its significance in the school curriculum system. For example, some people think that it is just a comprehensive education of history and geography, while others think that it is a simplification of sociology in the primary school curriculum, and so on. Today, social studies in China has just started and is completely immature, and we are faced with a new reform task: in the new round of curriculum reform plan, social studies will be further merged with ideological and moral courses, and comprehensively set as "Moral and Society" courses. Therefore, from the perspective of strengthening and improving civic education in China, it is imperative to explore the concept of civic education curriculum and clarify its curriculum objectives and curriculum orientation. What are the characteristics of social studies? Why do you say that in school education, it bears the main responsibility of civic education. Let's start with its historical formation and original intention. Social studies, also translated as social studies or social studies, is a kind of comprehensive course that is generally offered in primary and secondary schools all over the world, with the goal of cultivating the social cognitive ability that teenagers should have as members of society, actively adapting to and participating in social life, and forming values and behavioral norms in line with the direction of social development. Social studies was put forward with the development of modern society, especially in line with the needs of modern democratic society, and gradually received attention. In the United States, courses on civic education have long existed. As early as 179, the United States set up "Civics". At that time, the purpose of setting up citizenship course was very clear and concentrated-to cultivate students' patriotism and understanding of American political system and national concept. According to the historical stage at that time and the actual needs of the area where the course was offered, the selection of the content of the civics course was mostly limited to vocational guidance and aspects related to personal family life and adaptation to social life, and the teaching methods mainly adopted the traditional way of question and answer and memory. In the 2th century, with a large number of immigrants coming to the United States, enabling them to accept American values, adapt to American society and participate in social life was a major issue raised by American society at that time. In 198, Jones called for "Social Studies in the Hampton Curriculum": Young blacks and Indians in the United States must understand and understand society-how society works and how people should respond, otherwise they will not be able to play a good role as members of society. During and after World War I, the United States put more emphasis on promoting patriotism. Under this background, strengthening civic education and cultivating qualified citizens has become a basic goal of school education. In order to meet the needs of the society for civic education, in 1916, under the advocacy of the Social Studies Committee of the National Education Association (NEA), the United States first set up social studies in the middle school curriculum. Since social studies became a school curriculum, educators have been particularly emphasizing its special value of cultivating qualified citizens-the special purpose of social studies education is to "cultivate students into active and effective citizens". It has also been suggested that "the basic goal of social science education is to train young people to become humane, rational citizens who can participate in social life in an increasingly interdependent world". The establishment of social studies has greatly expanded the original scope of civic education and enriched its connotation. Compared with civics, social studies is a course that runs through 12 grades, not only in a certain grade (usually in grade 8 or 9); The training objectives of social studies are higher and more extensive, including cultivating students' loyalty to American society, as well as cultivating students' positive attitude towards participating in regional society, appropriate career outlook and ability to deal with personal and social problems. The particularity of the goal also determines the particularity of the curriculum connotation. Unlike any traditional subject curriculum, the construction of social studies involves many social science fields, such as sociology, psychology, economics, geography, history, etc., so it becomes a comprehensive curriculum. The establishment of social studies marks the new development of American civic education. Some commentators say that "in the first decade of the 2th century, American civic education ushered in a new era". As an important part of modern curriculum system, the establishment of social studies is closely related to the development of American social sciences at that time and the influence of Dewey's educational thought. Some sociologists in the United States point out that the purpose of school education is to make teenagers adapt to society and "accept" the values, habits and views of the surrounding culture, which is the process of socialization; The center of education is not a subject, but a student. Teachers should help students realize that they are the builders and creators of society. The idea of life-oriented education represented by Du Weili and the progressive education school also has an important influence on the construction of social studies education. Dewey believes that life is education and society is school. Therefore, the content of children's life activities in school, that is, learning activities, should be basic life activities such as food, clothing, housing and transportation in the real society. In the study of social science, we must attach importance to students' experience, interest and concern, and study social life through various simulated experiential learning of real life. Under the influence of the progressive school of education, American social studies established the following basic positions and principles when it was first established: 1. Social studies is a comprehensive course that is related to people's life and social life, and makes traditional disciplines interrelated and unified. The famous Van Gogh's Dictionary of Educational Research explains social studies in this way: "Social studies is a course that integrates economics, sociology, geography, citizenship, history and other disciplines." 2. The essence of social studies is to study our daily life problems and social problems. Therefore, it should not be the study of disciplines, but should directly grasp the problems in social life for research. The report published by the American Social Studies Committee in 1936 further discussed the purpose of social studies education in the United States. It is pointed out that the basic goal of social studies is to train qualified citizens. It should do: 1) give students practical knowledge about real life; 2) Promote cooperation among individuals, collectives and countries; 3) cultivate the character of pursuing truth, goodness and beauty and improve the interest in using knowledge; 4) Cultivate students to master social cognitive skills that are indispensable in social life. From this, we can clearly see the basic requirements of the United States for its social citizenship. In terms of knowledge learning, it is not limited to emphasizing "practical knowledge in real life" more than just classics or theories in books; The character, role consciousness and social cognitive ability of citizens are regarded as the basis of civic literacy. Undoubtedly, the formation of these qualities must go through the whole process of people's living environment and school education, but in school education, social studies is the course that mainly undertakes this important responsibility. In order to achieve the goal of civic education, the United States has built a curriculum system that is not limited to traditional subject education. Influenced by the progressive educational thought, the curriculum reform movement that flourished in the mid-193s put forward the concept of "core curriculum", and constructed the curriculum content according to "core part" and "peripheral part". Among them, the practical problem in social life is "lieutenant colonel" and the knowledge and skills needed to solve the problem are "peripheral". This way of arranging learning content based on the continuous expansion of children's life category is also called "concentric circle expansion method" This curriculum view not only affects the overall design of the school curriculum, but also provides a way of thinking for the comprehensive construction of the curriculum, which has a profound impact on the content construction and learning methods of social studies. The content construction and problem-solving learning of "concentric circle expansion" have always been the focus of social studies researchers and practitioners. Since social studies became the main curriculum in American primary and secondary schools in the 192s, this comprehensive social studies construction has been playing a leading role in American primary and secondary schools. The education of cultivating qualified citizens in the United States has been strengthened because of this comprehensive model, especially in all grades of primary schools. This construction mode has also had a great influence on the construction of social studies content in some other countries. For example, the social studies in the early postwar period in Japan, which was constructed under the direct influence and guidance of the United States, is typical. In modern Japan, the proposal of civic education was linked with the educational reform and development before and after the Meiji Restoration. At that time, some famous Japanese thinkers actively advocated the introduction of advanced western science and technology in order to "defend foreigners with foreign skills". While sharply criticizing Japan's feudal system, old ideas and old moral values, they proposed that national independence should be the ultimate goal of national education, and only the spirit of bravely sacrificing personal interests for the interests of the country was the true manifestation of noble morality. (Fukuzawa Yukichi) Although "civic education" or "civics" was not used when the new academic system was implemented in 1872, "self-cultivation" was first proposed in the curriculum plan. "Self-cultivation" mostly uses some translated enlightenment books as textbooks, among which, it mainly advocates the social morality and the quality of individual self-reliance in modern western countries, and promotes rights, obligations, equality, fraternity, diligence, honesty and patriotism. In the late 198s, more and more people of insight called for civic education and the establishment of special "civics". However, Japan's powerful traditional forces had a profound influence, and modern western civic education did not actually start, so it turned to the education of "respecting the emperor and patriotism", which lasted until the beginning of the 2th century. At the beginning of the 2th century, under the influence of western democratic education thoughts and the October Revolution of the Soviet Union, civic education was once again concerned. The most important measure was the formal establishment of "Citizenship" in Japanese schools in 1924. Unfortunately, under the Japanese militaristic system, "civic education" soon became the education of "imperial country and good people" and became the military national education that served the war of aggression. The establishment of social studies has opened up a new world for Japanese civic education. After the war, under the direct advocacy of the United States, Japan carried out a comprehensive education reform. Following the basic spirit of the Constitution of Japan (1946), the Basic Law on Education (1947) and the School Education Law, the core of the reform is to completely deny the militaristic education of loyal subjects and obedient people before the war and advocate the construction of a new education aimed at building a democratic and peaceful country. The Basic Law of Education states that "the purpose of education is to cultivate a perfect personality. Make the educated become builders of a peaceful country and society. They love the truth, have a sense of justice, respect personal values, are hardworking and responsible, and have no independent spirit. They are citizens with good physical and mental health. " "In order to cultivate well-educated citizens, education must attach importance to the implementation of necessary political education." In order to achieve this educational goal, on the basis of criticizing and abolishing the pre-war courses of self-cultivation, national history and geography, after full discussion and demonstration, Japan formally established the Social Studies Department in 1947, and promulgated "Learning Guidance Essentials Social Compilation I". Social studies, as a basic course to cultivate citizens' quality, runs through the whole curriculum system from primary school to high school. (See Figure 1) Its overall goal is to build a democratic and peaceful new country and cultivate new citizens with good personality, social responsibility, justice, justice, love of labor and creativity. Before the war, "society" was once regarded as "forbidden language", but in the post-war education reform, it was established as a formal course to cultivate new citizens, which is a revolutionary change. Because of this, social studies is called a banner of post-war Japanese education reform. Accordingly, the Ministry of Education has also proposed the following social studies. 1. Man and society-personality (mind and body), self-discipline and * * * living together 2. Family life-family members, food, clothing, shelter/livelihood, family system 3. School life-study/teachers, classmates/friends, discipline and autonomy, career choice 4. Social life-public * * * consciousness/morality and public welfare, neighbors and friends. Human rights and democracy 6. Modern politics-political form of modern countries, national constitution (constitution/national law) 7. Modern economy-economic development and economic order/technology, capitalism, world economy and national economy 8. Social problems-social policies, ideas of social reform 9. International life-country and human society, international peace 1. Social ideals-humanity, international peace. The learning content is not limited to ideological and moral education or political education, but includes self-cultivation, interpersonal relationship, social organization, law, public morality, economy and national system, culture and people, history and geography, international society and so on, which greatly broadens and enriches the content of civic education. As some researchers have pointed out, social studies education "in general is to let young people know all kinds of interdependent relationships (groups) and their classification in social life at home and abroad, understand their position in these relationships and their responsibilities and obligations and adapt to them;" It is necessary to cultivate teenagers' methods of observing and thinking about social problems and cultivate teenagers' attitude and ability to devote themselves to social progress; Wait a minute. In other words, it contains all the contents of citizen quality education. " To the 2 th century