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Judgments and justifications for different forms of civic involvement and their associations with organized and civic behavior were examined in 312 middle-class primarily White adolescents ( M = 17.01 years). Adolescents applied moral, conventional, and personal criteria to distinguish involvement in community service, standard political, social movement, and social gathering activities. Males judged standard political involvement to be more obligatory and important than did females, who judged community service to be more obligatory and important than did males. For each form of civic involvement, greater involvement was associated with more positive judgments and fewer personal justifications. Structural equation modeling indicated that adolescents' judgments about specific types of civic involvement were associated with similar forms of civic behaviors. 相似文献
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参与公共生活是培育公民意识的基本途径,＂思政课＂教学是大学生公民意识培育的主渠道。为了验证公民参与、＂思政课＂教学对大学生公民意识的培育效应,基于浙江省8所高校的随机抽样问卷调查,用回归模型进行检验,结果发现：参与政治公共事务对大学生公民意识培育具有双重影响,且影响力度最强;参与校园自治、参与社区服务对公民意识培育具有正面效应,但其培育效应不全面。＂思政课＂教学对大学生公民意识培育具有正向影响,但无法显著影响法治意识和自由意识,且影响力度弱于政治参与。大学公民教育须据此有效应对,以促进大学生养成现代理想公民品质。 相似文献
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加强大学生公民意识教育是社会主义民主政治建设的现实需要,也是整个公民意识教育工程的重要组成部分,在＂思想道德修养与法律基础＂课教学中利用教学内容进行公民意识教育符合我国目前大学生思想政治教育实际的客观要求,这对于提升思想政治理论课的思想性和实效性也有重要的意义。在＂思想道德修养与法律基础＂课教学中进行公民意识教育,可以采取案例式教学模式和互动式教学模式。 相似文献
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Utilizing data from the 2009 College Senior Survey, this study measured and compared social agency and civic awareness among undergraduate students enrolled at four types of institutions: Baptist, CCCU, Catholic, and nonsectarian. Comparisons were made through paired-sample t-tests and ANOVA analyses. A series of separate multiple regressions were conducted to compare the patterns and predictors of civic development across institutional types. The results indicated that, despite the many features religious colleges share in common, student outcomes varied significantly between institutional types. Furthermore, student characteristics and college experiences contributed to students’ civic development to varying degrees depending on the type of religious institution students attended. 相似文献
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Classroom and School Predictors of Civic Engagement Among Black and Latino Middle School Youth 
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下载免费PDF全文 Robert J. Jagers Fantasy T. Lozada Deborah Rivas‐Drake Casta Guillaume 《Child development》2017,88(4):1125-1138
This study used short‐term longitudinal data to examine the contributions of democratic teaching practices (e.g., the Developmental Designs approach) and equitable school climate to civic engagement attitudes, beliefs, and behaviors among 515 Black and Latino middle school students (47.9% male). Concurrent experiences of democratic homeroom and classroom practices, and equitable school climate were associated with higher scores on each civic engagement component. The relation between classroom practices and civic attitudes was more robust when school climate was seen as more equitable. Longitudinally, homeroom practices and equitable school climate predicted higher civic attitudes 1 year later. Discussion focuses on civic attitudes and future research on school experiences that support civic engagement among youth of color. 相似文献
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公民教育的实质是政治社会化,社会转型期我国政治社会化的当务之急是进行公民意识的培育。实证研究结果表明:大学生公民意识总体较强,大学是实施公民教育的重要场所,大学公民教育对社会性别、家庭背景等的负面影响具有补偿效应。但我国大学公民教育还存在如下突出问题:大学生民主参与程度普遍较低;大学生政治效能感不高;政治理论课在大学公民教育中未发挥应有的关键作用。 相似文献
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The present study examines links between civic engagement (voting, volunteering, and activism) during late adolescence and early adulthood, and socioeconomic status and mental and physical health in adulthood. Using nationally representative data from the National Longitudinal Study of Adolescent to Adult Health, a propensity score matching approach is used to rigorously estimate how civic engagement is associated with outcomes among 9,471 adolescents and young adults (baseline Mage = 15.9). All forms of civic engagement are positively associated with subsequent income and education level. Volunteering and voting are favorably associated with subsequent mental health and health behaviors, and activism is associated with more health-risk behaviors and not associated with mental health. Civic engagement is not associated with physical health. 相似文献
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王琪 《成都教育学院学报》2010,(12):66-69
大学生是和谐社会构建的生力军,作为公民中最具发展潜力的群体,是公民教育实施的重要对象。当下大学生国家意识减弱、责任意识较低、公德意识缺失的现象不可忽视。通过公民意识教育,在提升大学生群体的公民素质水准的同时,带动整个社会公民素质的提升,这不仅是关注大学生素质和命运的体现,而且也是一个国家把握现在、走向未来的重要举措。以＂一中心双基地四平台＂,增强大学生公民意识教育的针对性和实效性,为国家培养合格的建设者和接班人。 相似文献
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孟鹏涛 《太原大学教育学院学报》2013,31(1):34-37
大学生作为社会中文化水平较高的群体,具有较大的发展潜力,他们是未来我国社会主义现代化建设的中坚力量,他们是否有强烈的公民意识,关系着我国现代化的实现,社会主义民主政治的发展和社会主义和谐社会的构建。因此,明确当代大学生公民意识教育的主要内容,以及对大学生加强公民意识教育显得十分必要。 相似文献
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大学时期是公民意识形成和培养的关键时期,培养大学生公民意识关系到大学生的全面发展和社会主义和谐社会的构建,而彰显人文关怀是提高大学生公民素质培养实效性的必然要求。新时期,高校应在调查研究、认真分析的基础上提高认识,制定可行规划,以社会主义核心价值体系为主线,充分利用课堂、校内外社会实践、宿舍等空间开展大学生公民意识培养,并致力于营造大学生公民意识的人文环境。 相似文献
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公民身份外在表现为公民责任,公民身份的真正实现需要有自觉的公民责任意识.目前,我国大学生公民责任意识不稳定、不全面,是由于没有形成良好的公民身份认同.对公民身份认同的高低,直接表现为公民责任意识的强弱.具备较强公民身份认同感的大学生,公民责任意识就较强,反之亦然.大学生公民责任意识的提高,有赖于其对自身公民身份认同感的增强.大学生公民责任意识的培养需要“内在自修”和“外在培养”相结合. 相似文献
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David M. Deggs 《Community College Journal of Research & Practice》2013,37(6):424-432
A level of consistency between community college leaders and community leaders is necessary to demonstrate behaviors, actions, and beliefs that shape, represent, and support expected community values. Likewise, communities, which are collectives of suborganizations, play an important role in aiding individual development, especially related to educational attainment. This study sought to understand ways in which community college leaders and community leaders demonstrate behaviors, actions, and beliefs that shape, represent, and support community values, particularly the influence on an individual's acceptance of formalized education and continued education beyond compulsory schooling. Data were collected from 113 mayors and community college presidents/deans around the United States. Analysis of the data indicated five types of actions consistent among the two groups including the promotion of civic involvement, community growth and development, economic development, well-being of citizens, and value of education. 相似文献
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都冬云 《扬州大学学报(高教研究版)》2011,15(3):56-59
公民教育是大学教育的重要内容。将大学生培育成为具有一定公共美德、公共意识和公共理性精神的公民既是大学的应有之义,更是高校思想政治教育的重要责任。但目前大学公民教育的实施情况不尽如人意。要使目前单一的思想政治教育向完整的公民教育转型,就必须完成大学从行政主导向学术主导的转变,树立全新的思想政治教育理念,构建以培育合格公民为目标的课程教学体系,从而使大学思想政治教育为培养真正的现代公民服务。 相似文献
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20世纪末开始,公民教育越来越受到世界各国的关注和重视。而公民道德教育作为公民教育的一个重要维度,亦成为各国公民教育研究的重要课题。高校是公民道德教育的重要阵地,因此必须加强大学生的公民道德教育。对中日高校公民道德教育从教育目标、教育内容以及实施方式等方面进行比较,以期对提高新时期中国高校公民道德教育提供有益借鉴。 相似文献
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PETER LEMISH 《Cambridge Journal of Education》2003,33(1):53-72
As distinguished from the formal, political science-oriented citizenship curriculum studied exclusively in secondary schools, civic education-learning develops throughout the young-mature citizen's life in Israel. The analysis of the role and learning of two primary civic myths--'Israel is a Jewish and a democratic state' and 'Israelis are Jews'--demonstrates how this learning takes place through 'formations' of hegemony such as the family, the media, civic militarism as well as through schools' statist and social curricula. Successes of civic education enable the civic myths to be vibrant, gestalt worlds of meaning for Jewish Israelis, and sites of resistance for ultra-orthodox Jewish as well as Palestinian citizens of Israel. On the other hand, as an ethnocracy, democracy in civic Israel is not a meaningful world of value but rather a means to manage political processes. Therefore, the Israel case study is insightful for understanding the limitations of civic and citizenship education that seeks to advance democratic-oriented values such as human rights, liberty, justice, tolerance, civility, coexistence, pluralism and an alternative concept of Israel as a civil society. 相似文献
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大连城市文化优势分析 总被引：1，自引：0，他引：1
城市文化是一个城市软实力的体现,它的发展对一个城市的整体建设起着至关重要的作用.分析大连城市文化的优势和建设当中存在的问题,目的是想从城市文化的层面来研究城市的发展,并进一步探究一个有竞争力和活力的当代城市应该具备什么样式的城市文化,以期这种城市文化能够有助于当代城市的可持续发展. 相似文献
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Amy Krings Elizabeth A. Austic Lorraine M. Gutiérrez Kaleigh E. Dirksen 《Equity & Excellence in Education》2015,48(3):403-417
This cross-sectional, repeated measures, quasi-experimental study evaluates changes in college students’ commitment toward, and confidence in, political participation, civic engagement, and multicultural activism. Our sample (n = 653) consisted of college students in a Midwestern university who participated in one of three social justice education course types (service learning, intergroup dialogue, or lecture-based diversity classes) or in an “introduction to psychology” course (the non-intervention group). After completion of a social justice education course, students reported an increase in political participation and multicultural activism, whereas students enrolled in the non-intervention group reported no changes in these measures. Service learning course participants started and ended their course with the highest reported levels of political participation, civic engagement, and multicultural activism but did not demonstrate an increase in any of the three outcomes. Intergroup dialogue participants demonstrated increases in all three outcomes, while participants of lecture-based classes focusing on social justice issues demonstrated increases in political participation and multicultural activism, but not civic engagement. Our findings suggest that participation in social justice education courses is associated with increases in political participation and multicultural activism. 相似文献
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对大学生实施公民教育的几点思考 总被引：2，自引：0，他引：2
公民不仅是一个法律概念,它还包含有丰富的文化内涵,公民教育应反映出这种文化内涵与时代精神的要求.高校大学生对于公民角色的认知具有诸如权利的享有者与义务的承担者的不平衡等等几大特点,这也决定了在对大学生实施公民教育的侧重点与主要途径的选择方面会有一些相应的要求. 相似文献