Research On Global Citizenshipeducation Curriculum Incanadian Primary Andsecondary Schools

Since the end of the 20 th century,the revolution in information technology has caused great changes to mankind.Economic,political,and cultural connections and exchanges between different regions and countries around the world have become more common,and the phenomenon of globalization has emerged.Against the backdrop of unstoppable globalization,concepts such as nation-state and citizenship are facing the need to rethink.How education can help citizens cope with the changes and challenges in globalization has become one of the most urgent research issues in the field of education.This requires that countries not only insist on cultivating citizens patriotic feelings and national identity,but also focus on cultivating citizens global awareness and tolerance of different cultures,and ultimately cultivating competitive global citizens in a globalized society.In this context,international organizations implement global citizenship education programs to meet the challenges of globalization.Cultivating responsible global citizens is the new mission of civic education in the era of globalization.Canada has one of the best education systems in the world,with skilled teachers and well-equipped facilities.The performance of its students is close to the highest level of international assessment.It studies the global civic education curriculum in Canadian elementary and secondary schools,especially the general secretary Xi Jin Ping advocates the construction Since the idea of “Community of Human Destiny”,it has a reference significance for the education of our students.This study is based on three progressive dimensions.The first dimension is the ontology of the global citizenship education curriculum in Canadian primary and secondary schools,that is,the study of “what is”.This study conducted a descriptive study of the global citizenship education curriculum in Canadian primary and secondary schools,defined relevant core concepts,analyzed the hotspots and existing problems of global citizenship education curriculum research at home and abroad,and focused on the global citizenship education curriculum in Canadian primary and secondary schools.Objectives,content,implementation and evaluation were studied.The second dimension is the teleological thinking of Canada's primary and secondary school global citizenship education curriculum,that is,“why”research.This study conducted a reflective study of the global citizenship education curriculum in Canadian primary and secondary schools,studied the background and development stages of the global citizenship education curriculum in Canadian primary and secondary schools,and explored the theoretical roots of its generation.First,the historical evolution of the global citizenship education curriculum in Canadian primary and secondary schools.From the perspective of political science,this article sorts out the development of the global citizenship education curriculum in Canadian primary and secondary schools since the establishment of the Canadian Nation.The second is globalization theory,citizen theory and community theory related to global citizenship education.Through this study,we can see: First,globalization is the direct driving force of “global citizenship”,and the global citizenship education curriculum is the latest development form of education globalization and an objective historical process.Secondly,through the analysis of the citizenship theory,the main points of global citizenship education are expounded from the aspects of global citizen's evolution,identity,rights and responsibilities.The third dimension is the methodology of the global civic education curriculum in Canadian primary and secondary schools,that is,“how” research.This study conducted an evaluation study on the global civic education curriculum in Canadian elementary and secondary schools,combed the effects and characteristics of the implementation of the global civic education curriculum in Canadian elementary and secondary schools,and finally concluded the enlightenment for constructing a civic education curriculum with Chinese characteristics.This study creatively explores the relationship between the community of human destiny and global citizenship education from the perspective of the development of socialism with Chinese characteristics in the new era.The results of this study will help clarify the issue of global identity and the possibility of its implementation in nation-states,help track,analyze,and scientifically judge global civic education,and help expand the “global vision” of civic education curriculum research in primary and secondary schools in China To enrich and enrich the research on the theory of civic education courses in China,and explore the “local growth” of global civic education courses in China It is conducive to discussing the construction ofChina's “Community of Human Destiny”,providing educational wisdom for China's integration into the world,eliminating narrow nationalism,and preventing extreme violence.With the deepening of globalization and the broad consensus reached by mankind on common interests,common destiny,and common responsibilities,the links between people of all countries in the world are getting closer and closer.“Global Citizenship” is no longer a high-altitude word,but a goal that can be achieved by adhering to the“understanding,tolerance,cooperation,symbiosis” concept and global citizenship education.