الفهرس 
نظام تعليم التربية المدنية بمرحلة التعليم الثانوييوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
An introduction:
The purpose of education in its general sense is to promote the spirit of
citizenship and to spread the will to understand and activate the human
and peoples rights as recognized in the charter of the United Nations, and
to integrate the concepts of the system of teaching civic education in the
curricula and the civilization of them in order to study contemporary
global issues and keep pace with the rapid changes taking place in the
world To the scientific and practical interrelationship between what
happens inside the educational institution and what is happening in the
world.
Civic education is the curriculum of the educational activity carried out
by the school to nurture the spirit of citizenship and readiness of the
individual to assume its responsibilities, including the proper social
behavior towards different positions of activity and dealing in daily life.
The aim of civic education is to provide individuals with the necessary
information, attitudes and skills to exercise their rights and
responsibilities as active citizens at all political, economic and social
levels. Civil education is based on four dimensions: knowledge, values,
practices and relationships; civic education does not merely fill students’
minds with information about dignity, freedom, equality, And other
rights, but also on the basis that the student exercises these rights and
believes in them as the rights of others, and respects them as principles of
high value. Interactive and constructive relations between the student and3
his family, graduate, and his field of work and society in which it lives,
and between him and the nation’s relations dominated membership and
uphold the public interest and participation.
In England, the Secretary of State for Education announced on January
20, 2011, the revision of the national curriculum to give people more
freedom to make their decisions. The State Department decided to lead
this work with Tim Oaks, Director of Evaluation and Development
Research, Senior experts and academics, and a team of experts also
supported the Department in undertaking a detailed review by providing
advice on building the content of the new national curriculum and
drawing a panel on the reporting base.
Research problem:
In spite of Egypt’s efforts to support the objectives of teaching civic
education in secondary education and to start a steady pace towards this
education, the efforts exerted in this regard are still limited and not
commensurate with the importance of this area, due to factors including:
1- Increase the rate of some negative phenomena among young people,
which weaken the degree of national belonging, such as indifference
and alienation and political and social uncertainty.
2- Lack of education and knowledge among secondary school students to
teach civic education in the political and social sphere.
3- The emergence of negative expression behaviors and low degree of
political participation, the most important weakness of political
culture and weakness of the sense of belonging and lack of awareness
of contemporary political issues and the weakness of the ability to
choose for young people.
4- Lack of a culture of tolerance, understanding and non-violence in
school curricula.
5- vibration of the value system and ethics in general.4
6- The lack of objectives achieved by teaching some of the current
courses on achieving citizenship in its comprehensive sense.
7- lack of activities that instill loyalty and patriotism among students.
8- Weakness of sense of belonging or sense of belonging, at a time when
different cultures have been integrated as a result of the emergence of
the concept of globalization with its external variables, or negatively
affect the national identity and cultural.
Based on the above, the procedural steps of the research can be
determined according to the comparative approach as follows:
1- Historical development statement.
2- Conduct a comprehensive description.
3- Conduct cultural analysis.
4- Comparing the explanatory comparison.
5- Introduce a set of procedures.
Research Methodology:
The researcher uses the comparative method, which is the most
appropriate methods used, the most indicative of comparative education,
and the most comprehensive of the sub-curricula used, and the
dimensions and methodology of comparative educational research in the
following
- The historical dimension: It is specialized in studying the
phenomenon of education subject of research and its relationship to
other educational phenomena related, as well as its relationship
with its society in the selected countries, that is interested in
shedding light on the beginning of the emergence of the
phenomenon and then evolution.
- The descriptive dimension: It is done on two levels: The first is to
study the educational phenomenon in its normative position, and to
clarify the relations between the parts of the educational5
phenomenon itself and the relations between the phenomenon and
its surrounding environment.
- Cultural analytical dimension: It is concerned with showing the
forces and cultural factors responsible for the current state of the
educational phenomenon.
- Comparative comparative dimension: It is intended to identify
similarities and differences of the educational phenomenon in the
research countries, and interpretation.
- Predictive dimension: It reflects the utilitarian or reformal aspect of
comparative education, but in terms of looking forward to the
educational future of the phenomenon of education subject matter
Search steps:
The search goes through steps in:
1- The first step: Determining the general framework of the research,
including the introduction of the research, the research problem, the
research limits, the research objectives, the importance of the
research, its sources, research terms, research methodology, steps and
previous studies.
2- The second step: teaching civic education in contemporary
educational thought
3- The third step: the education of civic education in secondary
education in Egypt and the forces and cultural factors affecting it
4- The fourth step is to teach civic education in secondary education in
England and the forces and cultural factors that influence it.
5- Step 5: Teaching Civic education in the secondary education in the
United States of America and the forces and cultural factors affecting
it.
6- Step 6: Comparative comparative study of Civic education education
in secondary education in both Egypt and the comparison countries.6
7- Step 7: Proposed procedures for the development of Civic education
in secondary education in Egypt in the light of comparative
comparative study in comparison countries in line with the nature of
Egyptian society