Civic Education In History Education

With the globalization’s development, the connection between countries is getting stronger, but the competition is also getting fiercer than before. Education is very important for improving the comprehensive national strength and the international competitiveness. In the 1990s, strategy "science can be thrived the nation" was put forward, and the strategy further clarifies the important status of education. Civic education is important for improving civic literacy, establishing the modern civil society and realizing the great rejuvenation of the Chinese nation. Countries around the world generally regard school education, especially basic education as the main stage of civic education. Basic education’s curriculum, such as politics, history, geography, is carrying the burden of civic education. History curriculum is a core curriculum of Humanities and Social Sciences, as it has special history methods, rich cultural materials profound human experience. Certainly, history education becomes the main channel to realize civic education. History education is important for cultivating qualified citizens that comply with the requirements of the modern democratic society. Through the learning of history, the students can become more clearer about their own citizen status, rights and duties, then bear the responsibility of national prosperity and rejuvenation. From the development of the human society, the students can understand the national traditions,characteristics and the world diversity, then they have more rational understanding of the social issues and actively find ways to solve them. By " the comments coming from the history, the combination of the history and comments " train citizen’s critical thinking. These are all the significance of history education to civic education.At present, our country’s civic education research focused on the theoretical level, and the research of the specific implementation of civic education about a subject is less. This paper take senior middle school history compulsory I as samples, to inspect present situation of the history education’s civic education in our country.This paper is mainly divided into six parts:The first part, just introduction, is mainly about the background, present situation, goal and methods of the research; The second part, civic education in the history, defines the related concepts and relations; The third part, introduces and analyses the history education’s civic education of the United States, France, Japan, Singapore in the aspects of education goals, models, contents. The forth part, analysis the content about civic education in compulsory I, through civic education dimension reference table, analyzes the problems of civic education in history textbook; The fifth part, by comparing our country’s civic education in the history education with the other four countries’, reaches the advantages and disadvantages of each other and draws inspirations. The sixth part, through the above analysis, aiming at the problems of our civic education in the history education, puts forward some corresponding ideas to solve the problem, then push our country’s civic education forward healthily and quickly.