How To Build The Civic Consciousness Education Curriculum

This paper discusses how to build the civic education curriculum in a high school in the leadership perspective on the aspects of understanding a curriculum, curriculum design, the implementation of a curriculum and evaluating a curriculum.The civic education curriculum, as defined in this paper, is a learning area, rather than a subject. It is a school-based curriculum guided by the socialist core values and aimed at highlighting citizens’rights, responsibilities and sense of participation, strengthening socialist democracy and the rule of law, freedom, equality, equity and justice and enhancing the civic awareness of the high school students.This paper uses literature analysis, surveys, case analysis and other research methods, and discusses four aspects as follows:1.Curriculum thought leadership:the formation of a consensus on the significance of the civic education curriculum.By the survey and analysis, dialogue and communication, organizing learning, leading subjects and other sectors, in the perspective of curriculum thought leadership, the majority of teachers are led to form a consensus on the meaning of the civic education program in high schools; namely, the construction of the civic education curriculum in high schools meets the objective requirements of social transformation, adapts to the trend of updating educational values, echoes the new ideas of current curriculum reform in high schools, and furthermore, is a positive measure to deal with the problems in the current civic education in high schools.2.Course design leadership:scientific design of the objectives, content and structure of the civic education curriculum.Firstly, the goals, content and structure design of the civic education curriculum are based on the keynote of the Basic Education Curriculum Re form.Reflected in the research process, the three combinations are emphasized, that is, a combination of dominant curriculum and hidden curriculum, a combination of awareness curriculums and activity curriculums focused on thematic subject curriculums, the combination of thematic subject curriculum development and the penetration of the basic curriculum. Secondly, the six aspects of the civic education, namely, subjective consciousness and the sense of independence, rights and sense of responsibility, equality and democratic awareness, awareness of freedom and the rule of law (rules), moral and civilized consciousness, and the national awareness education, are integrated into subject teaching and extracurricular activities. Primarily, the elements of civic education in the basic curriculum is to be tapped, and with civic education as the main line, the civic education curriculum that reflects the characteristics of high school students, involving the four subjects of language, history, politics, geography is restructured. Activity curriculum includes social practice courses, community service programs, community activities etc. Finally, civic education curriculum model of "1+6+12" is formed, thus contributing to the achievement of the goals of civic education curriculum, making high school students active citizens of civil powers and responsibilities, and every one of them the advocate, defender, the practitioner of the social values "justice, tolerance, responsibility, integrity’".3.Curriculum implementation leadership:the orderly promotion of implementation of the civic education curriculum. The principle of combining the cognitive experience and practice, the principle of combining the subject characteristics and comprehensiveness and the principle of combining localization and internationalization are followed in the process of implementing the civic education curriculum. The implementation of the school-based curriculum of the civic education is pushed forward through stratified advancing strategy, task-driven strategy, learning by doing strategy, reflection and summary strategy, and system protection strategy. A supporting system of implementing the civic education curriculum,"the principal propeller-teacher innovator-environmental booster ", is initially built. At the same time, real cases of developing and implementing the civic education curriculum are shared, and the essence of the development and implementation of the civic education curriculum is understood. The interpretation of the cases becomes operable examples of the civic education curriculum.4. Curriculum evaluation leadership:continuous evaluation and improvement of civic education curriculum. On the existing basis of "The Evaluation Form Of the Civic awareness courses ", the assessment scale of the study of courses is continuously improved according to the characteristics of the specific discipline. Curriculum assessment focuses on the improvement and enhancement of the changes of learning emotion, learning process, social behavior and civic awareness.In the course of practice, relying on the principal leadership, to effectively, orderly, and effectively promote the development and implementation of the school-based curriculum in civic education, there is still much work to do and needs to be thoroughly explored. How to build the civic education curriculum in a high school is a big project and needs more and more peers to join the ranks of the reformers, who repeatedly practice, summarize, and improve with the brave spirit of exploration and rigorous and pragmatic scientific attitude so that civic awareness education courses become more abundant, diverse and efficient.