International Comparison Of Cyberbullying Prevention Curriculum In Primary Schools

In recent years,with the increase in Internet penetration,the phenomenon of cyberbullying in China has shown a trend of younger age,and primary school students are often involved in cyberbullying incidents,and the community is gradually aware of the seriousness of this problem.The United Kingdom,the United States and Canada,as developed countries,have developed a series of prevention measures and curriculum resources that are highly effective and can be used as references for our country.This study mainly adopts three research methods: literature research method,comparative research method and case study method.According to the purpose of the study,we collected,screened,and reviewed authoritative literature reports,Ministry of Education documents,and curriculum resources at home and abroad,and compared the objectives,contents,and teaching strategies of the cyberbullying prevention curriculum at the elementary school level in the UK,the US,and Canada in three dimensions: purpose and perspective,curriculum focus,and presentation,and analyzed them with classic cases to summarize the similarities and differences of the curriculum in the three countries and We will summarize the similarities and differences in the curricula of the three countries and draw useful lessons from them for China.First,the cyberbullying prevention curricula in elementary school in the United Kingdom,the United States,and Canada are relatively well developed,and there are many curriculum resources developed by national curricula and industry organizations,which have implications for the construction of cyberbullying prevention curricula in China;Second,the objectives,contents,and teaching implementation of the curricula in the three countries have great similarities: first,the objectives of the curricula in the three countries aim to improve the quality of citizenship by teaching students about cyberbullying prevention,and the focus is on improving the quality of the students.Second,the content of the elementary school cyberbullying prevention curriculum in the three countries follows the principles of sequential and integration,which is in line with the laws of physical and mental development,and its content focuses on teaching students about empathy and emotion management;third,the teaching strategies of the elementary school cyberbullying prevention curriculum in the three countries are rich and diverse,with the common ones being case teaching method,role-playing method,and problem teaching method,Third,the primary school cyberbullying prevention programs in all three countries are rich in teaching strategies and have a variety of styles,commonly based on case studies,role-playing,and problem-based teaching methods to help students master bullying prevention in a multidimensional way.The United Kingdom,the United States,and Canada have accumulated rich experience in curriculum development,which can provide some reference for the design and development of cyberbullying prevention curriculum at the elementary school level in China.In general,the following three aspects are most worthy of learning: first,the curriculum objectives should pay attention to the relationship between students’ behavioral performance and psychological factors;second,the curriculum content should focus on the integration of individual experience and social context;third,the curriculum teaching should promote social development by conducting cooperative inquiry;in addition,students,families and schools should cooperate with each other to form a three-dimensional In addition,students,families,and schools should cooperate with each other to form a three-dimensional education of students’ self,families,and schools.