The Lack Of Civic Education And Its Implementation Strategies In Middle School History Teaching

With the development of time and advancement of the society, China has come up withhigher requirements on education for developing national quality. Among all subjects ofschool education, the subject of history education is the highest significance with regard tocivic education. In the current history education in middle schools, however, severe absenceof civic education is universal.In general, this paper consists of three parts. In the first part, the implications anddevelopment states of citizen and civic education, along with the role of history teaching inmiddle school in civic education, were introduced. Since ancient time, the concept ofcitizen has gone through different stages of development and therefore developed differentimplications. Understanding on the concept is the foundation for understanding civiceducation which generally refers to qualified education for civics or “qualified education forcivics for the future” in the context of school education. History teaching, due to its particularsubject attributes, is bearing an important mission, that is, practice civic education forstudents. It is playing an irreplaceable role in stimulating the patriotic enthusiasm of students,enlightening their wisdom and developing moral qualities in them.In the second part, reasons for and expressions of the absence of civic education incurrent middle schools, along with the enlightenment from western countries in this aspect,were introduced. The reasons include the inadequate attention paid to the importance of civiceducation, the limited environmental resources have restricted the implementation of civiceducation, etc. Expressions of such absence of civic education are: the examination-orientededucation has led people to attach too much importance to academic scores while overlookingthe development of humanistic qualities; too less resources are available for practicing civiceducation for middle school students; the system for evaluation humanistic qualities ofstudents is formalistic. As to China, western countries have greatly inspired it with some oftheir practices.In the third part, an introduction to the strategy of implementing civic education in thehistory education in middle schools was made. To facilitate students to learn knowledge ofthis aspect, it is necessary to reposition the teacher-student relationship in the first place before creating a micro “civic society” since a harmonious teacher-student relationship is thefoundation and precondition for any education and teaching; then practice civic education forstudents through setting clear and definite teaching objectives, selecting appropriate teachingcontent, applying suitable teaching methods and using new teaching evaluation models so asto develop qualified citizens for the future society.Finally, a teaching design was applied for demonstrating how to use the strategies forachieving favorable teaching effects.