The party's 20 major reports state that “deepening national defence education for all”. A recent observation issued by the cpc central, state and central military commission on the strengthening and improvement of national defence education for all in the new era (hereinafter referred to as " the opinions " ) stated that it was to “strengthen efforts to strengthen the education of young people in defence, to integrate the requirements of defence education into the curriculum, and to integrate defence education into the examinations of general higher and secondary schools and into the school performance appraisal system”. The opinion creates new opportunities to further the innovative development of defence education in higher education. During the current period, the weekly higher education journal has invited researchers and practitioners of defence education in higher education to explore how higher education can contribute to the deepening of national defence education for all, taking place at a new historical point of departure。
Some teachers and students have long considered that defence education is not directly related to professional development, and have paid little attention to the development of national defence education programmes such as the “military doctrine” and the construction of in-school defence education institutions. However, today's world is in the midst of a century of major changes, especially as many of the world's major powers are strengthening their institutional reserves, with tensions around them in recent years. Against this background, the party's central, state and central military commissions have repeatedly called for the strengthening of national defence education at the strategic level, including in schools。
In recent years, the nanjing university of agriculture has consistently used defence education as a procreational force, creating a mutually reinforcing mechanism between defence education and professional education. The department not only supports the development of compulsory public courses in the “military doctrine”, but also encourages the introduction of the “national security education” curriculum, which is included in the “six categories of 8 10 credits” core curriculum for agricultural literacy, and the steady consolidation of the national defence education curriculum, which is characterized by agricultural institutions。
Defense education lecture
Building a curriculum knowledge system
In september 2020, the ministry of education published the national safety education guidelines for schools and schools (hereinafter referred to as the outline), which require universities to use “national security education” as a public basic course and establish two-tier knowledge points to lay the groundwork for the establishment of a curriculum knowledge system. This in turn requires teachers to refine knowledge points and design knowledge systems. Despite the fact that the school has only one full-time primary teacher for defence education (hereinafter referred to as “the full-time teacher”), there is a “defence education lecture hall” where family names such as “ten marines of the nation” and major general wang keqiang, deputy chief commander of the western sahara sea war, are invited to lecture in future schools. The schools sought expert advice, together with the foundation of the “sea frontiers and rights” curriculum, which was developed in the early stages of the reform project, to build a clearer knowledge system of “national security education”, which began in the spring of 2022 at jiangsu high school. To date, a total of 258 students have taken the course, resulting in some experience。
The course on “education for national security”, which is guided by a general national security perspective and is specifically guided by the platform, takes full account of the special characteristics of schools, implements the maritime powers strategy and focuses on improving the effectiveness of defence education. The curriculum consists of 18 school hours, 1 minute and 9 teaching topics, including general principles, sources of cohesion of the nation state, material prerequisites for national security, foundations for sustained national security, security and safety of national development, technical support for national security, national security in the area of networks and high borders, national security in the field of the environment, national security in the maritime zone, etc. The content of the course seeks to be guided by people's security and to clarify the permeability of the various areas of security。
I need extracurricular security experts
Improving the quality of course teachers
The content of the universal curriculum is based on the knowledge logic of the various disciplines involved, as well as on the ease of understanding, making it easier for non-professional learners to grasp the points of knowledge and conform to the curriculum knowledge system. In the case of economic security, not only is it consistent with economic commons, but it is also necessary to make it easier for students in other professions to learn and to form a knowledge base with other security topics, which requires an encyclopedia teaching team. The full-time teachers are highly qualified in the fields of educational science, higher education (direction of defence education) and world history (south china sea programme of the south china sea research and innovation centre). While its personal research focuses on maritime security, border and defence security education, the existing knowledge reserves are difficult to cope with across-the-board teaching, but this gap can be addressed by teams and academic resources that have clear cross-cutting multidisciplinary features。
Under the coordination of full-time teachers, the schools invite teams of out-of-school teachers from the china nuclear group, the second ocean institute of the ministry of natural resources, the china institute of space technology, the jiangsu institute for strategic and development studies, nanjing university and the central university of finance and economics to organize the teaching of “1+n1+n2” teachers' teams in their respective areas of expertise, according to the curriculum knowledge system. “1” is the full-time teacher of the school, “n1” is the number of experts in the out-of-school trade, “n2” is the number of experts in the out-of-school colleges, and there are approximately 8-10 experts in both categories. The forms of instruction are taught online (up) alone, online (up) expert dialogues, online overturning of classrooms, etc. Following the completion of the course, the team will also conduct a process of reflection with the aim of developing the basic thematic competencies of teachers in schools, i. E., extra-curricular teachers will also take on the task of developing teachers in schools, linking them to the curriculum and exploring the path of post-training of defence education teachers。
Optimizing the various practice platforms
Pedagogical features of the hammer course
Specialized teachers build practical platforms by encouraging students to participate in relevant competitions, building out-of-school bases, leading students to trade associations and companies for internships, self-building workshops, etc. In curriculum design and teaching, teachers focus on the teaching of cases, which, by incorporating some of them into practice activities, makes theoretical teaching more popular and encourages students to participate in practice。
The majority of cases are led or involved by a team of teachers, with a strong sense of learning and a diversity of teaching materials. The complementarity of theoretical and practical activities can be said to be key to enhancing the effectiveness of teaching. As most students are in the lower grades, they are influenced by a broad curriculum knowledge system through exchanges with teachers, which enhances their knowledge of the subjects studied。
I'm doing research on the subject
Clear course direction
In december 2020, the state council's degree committee and the ministry of education included national security science as a first class subject and included cross-cutting subjects. This year, the ccp central, state and central military commission issued an opinion on the strengthening and improvement of national defence education in the new era, which calls for the strengthening of the national defence education curriculum。
At present, the subject relationship between defence education and national security education has not attracted the attention of the academic community. In the future, national security education can be incorporated into national defence education for all in the teaching practice of education, thus making full use of the new china's experience of national defence education for all for more than 70 years. Based on existing disciplines, it is possible to explore the creation of a national defence education subject under the national security sciences, thus deepening the study of building a national defence education subject and providing more resources for national defence education and national security education。
(the author is the director of the department of military theory, nanjing university of agriculture; this is the result of a phased study on innovative models of national security education in agro-forestry schools in the context of the nanjing agricultural university reform project [no. 2021y057])
Chinese journal of education, 5th edition, 28 november 2022
