This term is certified by the Children's Sex Education Research Group of Beijing Normal University.
Social Norm refers to the behavior standard widely accepted by members of a certain group in a specific situation[1]。Social norms are the common research object of philosophy, sociology, psychology and other disciplines[2], which can be divided into descriptive norms and directive norms. The formation process mainly includes the acquisition, dissemination and transformation of social norms[3]。Behavior deviating from social norms is called deviant behavior or deviant behavior[4]。
The social norm system affects individual social behavior, maintains social order, and brings social activities into a certain orbit, which is of great significance to the existence and development of individuals and society[5]。At the same time, social norms may have negative effects. For example, gender norms in sexual relations, family planning and the use of modern contraceptives continue to have inequality.Comprehensive sex education can help young people reflect on social norms, cultural values and traditional concepts, so as to better understand and handle their relationships with peers, parents, other adults and their communities[6]。In the Law of the People's Republic of China on the Protection of Minors revised in 2020, it was clearly pointed out that students should improve their code of conduct, and it was the first time that sex education suitable for their age should be carried out for minors[7]。
The word "norm" in English comes from the Latin word "normal", which originally means the "rule" in the hands of carpenters. Later philosophers and behavioral scientists used it to study human social behavior and use it as a standard of human behavior, so it was fixed as a specific concept - social norm, which is philosophy, ethics, culture, sociologyPsychology and other disciplines.
The representative viewpoints of various disciplines are:
Philosophers hold that norms are paradigms, which refer to a set of regulations shared by members of the community. They determine the shared beliefs and values of members of the community, namely their world outlook, natural outlook and values.
Sociologists believe that social norms are the standards of behavior and activities formed or stipulated by history.Social norms have a series of functions.It regulates, selects, systematizes, evaluates, stabilizes and filters people's social behavior, and limits the relationship between people.
According to behavioral scientists, social norms refer to the rules and standards of behavior shared by all members of society.Norms can be internalized into personal consciousness, and will be followed even without external rewards.Norm is the embodiment of value or ideal, which is more explicit and specific than the latter, and it is aimed at actual behavior.For example, honesty is a universal value, and the standards for determining honest behavior in specific situations are norms.
Psychologists believe that social norms are a kind of social behavior rules, which are the cultural values that make up the acceptable or unacceptable behaviors of members of social groups[2]。
In general, social norms refer to the behavior standard 1 widely accepted by members of a certain group in a specific situation, that is, "the rules that stipulate what people should and should not do in a given social environment (such as birth background, social and cultural background) and situation".At the same time, this term "is scattered in different disciplines and research traditions, and there is no clear consensus on how to use this term[8]。”
Classification of social norms
Announce
edit
The classic research of Robert Cialdini and his colleagues distinguishes social norms into descriptive norms and injunctive norms[9]。
descriptive norms
Descriptive norms are descriptions of the behaviors that most people are doing in the social environment. They do not need external instructions. They are individuals' cognition of most behaviors in their own social groups.For example, there is no garbage on the ground of the parking lot, which conveys the descriptive specification of "most people there will not litter";For example, when people find that people around them are injecting human papilloma virus (HPV) vaccine, they are more likely to implement this behavior[10]。
In terms of sex education, in the Netherlands, which is recognized as one of the most successful countries in the world to carry out sex education for adolescents, 9 out of every 10 students in each school receive sex education in school, and about half of primary schools and almost all secondary schools teach a wide range of sex related education.Under this descriptive norm, both school teachers and the public regard adolescent sexual development as a normal and healthy process of physical, social, emotional and cultural development[11]。
Prescriptive norm
The mandatory norms indicate the behavior mode that a person should follow, that is, what should be done, and convey the behavior standards that the group approves or opposes of specific behaviors, which belong to the natural level of social norms.Whether to comply with mandatory norms will have corresponding social consequences: people tend to recognize or reward behaviors that conform to norms, and deny or punish behaviors that do not conform to norms[12]。
Cognition of social norms is one of the important reference standards for individual behavior.Whether others are also engaged in this behavior (descriptive norms), and (or) whether others think that they should engage in this behavior (mandatory norms), are important factors affecting whether individuals will take certain behavior[12]。
Descriptive norms and directive norms often have the same impact on behavior.College students may think that most of their peers drink alcohol (descriptive norms). If they don't drink, they may be ostracized and lose friends (mandatory norms), so they choose to drink.The study found that when consistent with prescriptive norms, descriptive norms have a stronger impact on behavior[12]。
However, descriptive norms and mandatory norms may also be inconsistent. They may provide conflicting normative information about a certain behavior and weaken the impact of social norms on behavior.For example, in a parking lot full of garbage (descriptive norms), the notice "No littering" (directive norms) will not play a big role[13]。
The formation process of social norms
Announce
edit
The formation process of social norms mainly includes the acquisition, dissemination and transformation of social norms.The acquisition of social norms, from the perspective of ontogeny, can be traced back to early childhood social interaction;From the perspective of social network, it is not only the process of individuals learning typical examples of social category in social network, but also the result of norms spreading in social network.At the same time, social norms are not static after being learned by individuals and spread in social networks. Descriptive norms will also change into mandatory norms in some cases[14]。
Children's acquisition of social norms
In recent years, researchers have found that social interaction in early childhood has enabled children to form social norms.In the study of children's acquisition of social norms, cooperation and fairness are two major themes.
From the perspective of the time sequence of social norms acquisition, the social norms first learned by children are reciprocity in cooperative norms.The research shows that 2.5 year old children's sharing level has nothing to do with others' sharing level, while 3.5 year old children are more willing to share with others when others share, that is, 3.5 year old children have learned reciprocity norms.It is worth mentioning that after the age of 3, children's cognitive and moral development has laid the foundation for children to learn social norms related to sex, such as not touching reproductive organs in public places[15]。
On the basis of forming reciprocal norms, children began to form fair norms at the age of 4.5.Using the resource allocation task paradigm, the researchers asked children to act as recipients. They found that 4.5 year old children's acceptance was lower than that of the equal condition, whether under the disadvantageous inequality condition (the recipient received less resources than the allocator) or the advantageous inequality condition (the recipient received more resources than the allocator),It shows that 4.5 year old children have learned the norms of fairness.
5-year-old children have made great progress in norm acquisition. 6-year-old children have learned more about fair norms. They are even willing to pay the price and impose third-party punishment to maintain fair norms.The third party punishment refers to the third party unrelated to the distributor and receiver, who is willing to pay a price (such as handing over their own candy or stickers) to punish the distributor when seeing the unequal distribution, which belongs to the altruistic punishment of "helping out when the road is rough"[14]。
At the same time, from 0 to 6 o'clock, infants were affected by social, cultural, educational and other factors, and gradually formed gender stereotypes.In daily life and teaching, we should avoid strengthening gender stereotypes and limiting children's personality and self-development.Gender equality education before the age of 6 is crucial. Both parents and teachers need to avoid directly inculcating values and evaluating children. They should try to provide children with as many choices as possible, so that children can find their own interests and development potential in the choice, for example, providing boys and girls with diversified toys for their own choice[15]。
Acquisition and dissemination of descriptive norms in social networks
The formation of descriptive norms is a process in which individuals learn typical examples of social categories in social networks.When individuals are in a community for a long time, they will encode the information of the group, and the encoded information will be stored in the memory system to form the representation of the community information, that is, descriptive norms.After that, these descriptive norms will be activated and extracted under certain induced cue conditions.There are two alternative explanations for the acquisition process of descriptive norms, namely, the empirical route and the conceptual route. The former refers to observing the actual behavior of acquaintances in social networks to speculate on people's typical behavior acquisition norms;The latter refers to inferring people's typical behavior acquisition norms based on the typical behaviors of others described by the familiar people in the social network[14]。
The Transformation from Descriptive Norms to Directive Norms
In some cases, descriptive specifications can be transformed into mandatory specifications.This can be seen as the formation of mandatory norms.Some researchers discussed the psychological mechanism of the transformation from descriptive norms to directive norms from the perspective of System Justice Theory.The theory of system justice believes that the current situation is more reasonable than other alternative situations, so "what is" will be transformed into "from is to ought", which also explains the role of stereotyped expectations in shaping behavior. For example, gender stereotyped expectations regulate individual gender role adaptive behavior.From the theory of system justice, descriptive norms are descriptions of the current situation, and people tend to rationalize the current situation, so descriptive norms will be transformed into mandatory norms. Some scholars call this process the moralization of descriptive norms[14]。
influence factor
Announce
edit
After the formation of social norms, their effects are restricted by a series of factors, making individuals either comply with social norms or violate social norms under different conditions.These factors mainly include the individual's psychological state (such as the need for security, belonging and uniqueness) and the external environment (power position, punishment mechanism)[14]。
sense of security
In terms of the impact of security on the role of social norms, researchers divided security into two categories, namely, existential security and epistemological security[14]。
Sense of survival security
The sense of survival security is the most basic sense of security, which is the embodiment of the basic needs of individuals to maintain life safety and ensure their bodies from being injured.When social threats are high (such as ecological threats of ecological deterioration, military threats of war, etc.), individuals are often unable to deal with these threats alone, so coordination and cooperation between different individuals are more necessary. Social norms are an important tool to coordinate relationships between individuals, so individuals will be more compliant with norms, and social norms will have greater influence[14]。
Epistemological security
Epistemological security is embodied in the individual's pursuit of cognitive certainty.The information clues provided by social norms help individuals gain cognitive certainty, so individuals follow social norms for the purpose of obtaining epistemological security[14]。
Need for a sense of belonging and uniqueness
The sense of belonging and the sense of uniqueness are two opposite social needs proposed by the Optimal Distinctiveness Theory.When individuals feel that they are incompatible with the outside world, they will want to get a sense of belonging by complying with social norms to integrate into the community;When an individual feels that he or she is no different from the outside world, he or she will want to be unique by violating social norms[14]。
power
The pursuit of power is the basic motive of human beings.Individual behavior violating social norms is often regarded as the privilege of high power.
To some extent, violations impact and reshape the social hierarchy, and individuals with different power positions have different views on violations.Researchers believe that high trait power tends to maintain social hierarchy as the goal.
People's views on violations are also affected by the nature of violations.Compared with no violation, subjects are more accepting of prosocial violations and willing to give them power, which indicates that the reinforcement of violations by beneficiary groups (willing to give them more power) may increase the possibility of further violations by individuals[14]。
punishment
Due to the evaluation function of mandatory norms, if they are not followed, sanctions and punishments may follow.This kind of punishment includes not only the damage to one's own interests, but also the damage to one's own reputation.Therefore, compared with private space or anonymous occasions, individuals show more standardized behaviors in public places.Punishment urges people to comply with norms, because punishment conveys an obligation principle, forcing individuals to comply with norms.Research shows that when punishment is accompanied by the presentation of normative information, it will lead to more and more stable cooperative behavior, and individuals will only carry out third-party punishment for the purpose of maintaining social norms. Therefore, as an altruistic punishment, third-party punishment also reflects the existence of social norms[14]。
Characteristics of social norms
Announce
edit
Value standard of individual social behavior
First of all, social norms are the value standards of individual social behavior and the basis for measuring the social significance of individual behavior and making judgments.The so-called individual social behavior refers to the interaction between individuals.This behavior occurs in interpersonal communication.Individual social behavior has a direct impact on social life and social order, so human social behavior needs to be restricted and regulated by certain social norms.Social norms are just tools to evaluate and regulate individual social behavior[4]。
The needs of social organizations
Social norms are put forward by certain social organizations, which are determined according to their own interests and values, and have distinctive social constraints.The so-called social organization has broad and narrow meanings in sociology.Broadly speaking, social organizations include various groups of human life activities, including primary groups such as families, families, and village communities, as well as secondary social groups of common activities established by people to effectively achieve specific goals, such as enterprises, companies, schools, hospitals, shops, political parties, and government departments.Social organizations in a narrow sense usually refer to the above-mentioned sub social groups.In order to operate effectively, social organizations need certain norms to unify the individual behaviors of members in the organization.When individual social behavior conforms to social norms, it will be recognized and praised by the society;When individual social behavior deviates from social norms, it will be denied and criticized by the society.The restriction of social norms is the premise of maintaining the stability and development of a social organization[4]。
historic
Finally, social norms change with the changes of social and historical conditions and social organizations, which has a distinctive historical character.Any social organization is not fixed, but has its history of occurrence and development.When social organizations change and replace to a certain extent, various norms within the organization must also change accordingly to reflect the interests and goals of the organization in a timely manner[4]。
The role of social norms
Announce
edit
Various codes of conduct cooperate with each other to organically form a social norm system, adjust people's social behaviors in all aspects, maintain a certain social order, and bring social activities into a certain orbit.Social norms are an important means of social control.
The status and role of social norms are increasingly valued by people.Social norms are not only vital to the existence and development of society, but also essential to the existence and development of individuals[5]。
Social norms, social behavior and individual social adaptation
As a kind of advanced biological existence, human beings meet their material and spiritual needs in a way different from the instinctive activities of animals.Its particularity is shown in two aspects: people realize their needs by making and using tools;Human activities to meet their own needs have social characteristics, that is, to make up for the lack of individual natural instinct in the way of group unity, so as to meet their own needs to the greatest extent.This union is to form certain social relations under the guidance of social norms, and to unify the will and action according to the requirements of social norms.
Social norms reflect the common opinions of a group, that is, a common value system.If an individual wants to live in a group, he or she must master this value standard, consciously use it to restrict his or her own social behavior, and adjust interpersonal activities, so that he or she can be accepted by the group.This process of adapting to the value needs of the social system is the process of individuals obtaining social standards and completing social adaptation.Therefore, social norms are tools for individual social behavior selection and orientation[5]。
Social norms, social control and social order maintenance
The so-called society is a human group that has common needs and the objective possibility of meeting needs and is combined in a certain way.Society is composed of human individuals.The human individual is first and foremost a biological entity.In order to maintain the biological existence of individuals, we must first obtain material materials that meet the needs of life from the natural environment.At the same time, in addition to various material needs, human individuals must also have a variety of spiritual needs.Therefore, in a sense, society is a need driven body.Social development is the result of social needs.
There should be rhythm when there are needs and desires, so as to avoid disputes, ensure harmonious coexistence between individuals and groups, and meet the needs of each individual to the greatest extent.Xun Kuang said: "People cannot live without groups. If there is no division among groups, there will be competition. If there is competition, there will be chaos. If there is chaos, there will be poverty.[16]”(Xunzi · Fuguo).He also said: "People have desires in their lives. If they want but can't, they can't have no demands. If they want but can't measure the boundaries, they can't have no competition. If they struggle, they will be chaotic, and if they are chaotic, they will be poor." (Xunzi · On Rites).The "measurement boundary" here actually refers to norms and moderation.With social norms, there will be standards to meet individual material and spiritual needs, so that each individual can get along with others normally and maintain social stability.Therefore, social norms are indispensable for the existence, stability and development of a society.The more perfect and sufficient social norms are, the more conducive to maintaining social order and promoting social development.The improvement of social norms is an important symbol of social civilization and progress[5]。
Deviant behavior
Announce
edit
concept
Deviant behavior, also known as deviant behavior, deviant behavior, differentiated behavior, etc., refers to the behavior that social members deviate from or violate existing social norms to varying degrees in a certain society[4]。
Sociological interpretation
Sociological interpretation emphasizes the influence of social structural factors on deviant behavior.
Social anomie theory
The term "deviance" was first proposed by sociologist Durkheim. Merton later further developed this concept and put forward the anomie theory.According to Merton's social anomie theory, social deviant behavior is the product of the contradiction between cultural goals and institutionalized means, and it is social anomie that leads to individual deviant behavior.
There are three different natures of deviant behavior: negative social deviant behavior is a deviant behavior that negatively hinders social common life and social development;Positive social deviance is a deviant behavior that plays a positive and progressive role in social development;Neutral social deviance is a deviant behavior between negative and positive, which has no obvious impact on social common life and social development[4]。
On Sub cultural Groups
Subcultural groups refer to groups in a certain society that have significant differences in cultural values from the main society.It is a group and community with certain functions combined by social factors such as class status, ethnic background, residential area and religious origin.
As a part of the whole society, subcultural groups should obey the laws and some norms of the main society. However, this cultural group or community has its own history, structure and lifestyle, so it also has its own unique cultural value norms.When members of a subcultural group act in accordance with their own unique cultural norms, they are regarded as deviant or deviant because the cultural norms conflict with the norms of conduct of the main society.For example, poor groups often have the characteristics of marginalization, dependence, informal marriage, and early sexual behavior, which are abnormal deviant behaviors in the mainstream culture.
According to the subculture theory, the so-called deviants or deviants do not deliberately violate social norms themselves, but actually they are also complying with behavioral norms, which is just a deviant subculture in the view of mainstream cultural groups[4]。
Label theory
This theory holds that the behavior of deviants does not lie in the behavior itself, but the result of social reaction and other people's definition.It is others who define and label a certain behavior that makes it a deviant behavior and causes further deviant behavior.So deviant behavior is constructed by society.
Tagging theory also notes the identity and status of the tagged and tagged, that is, who tags who.Becker believes that deviance is not an inherent characteristic of deviants, but a rule made by a specific ruling group, which is added to a specific group of people and labeled as an outsider.According to this theory, it is basically the people with social status who label the lower class, while such behaviors or more serious behaviors of the upper class are regarded as normal.Therefore, labeling often has the nature of inequality[4]。
Biological interpretation
Biological interpretation takes personal biological and physiological characteristics as the cause of social deviance, which is also called constitutional theory[4]。
Psychological Interpretation
Psychological interpretation is to find the reasons for social deviance from people's psychology, and pay attention to the influence of psychological factors such as individual spirit, emotion and personality on behavior, which helps us understand the psychological process of individual deviant behavior, especially the individual occurrence mechanism of specific deviant behavior[4]。
function
Positive social function
Helps to identify and define social norms;
Strengthen the solidarity of social organizations and groups;
Causing social changes;
Promote social members to comply with social norms.
Negative social function
Destroy the desire of social members to comply with social norms;
Destroy the trust relationship between social members;
Destroy the normal relations between social members[4]。
characteristic
Deviation behavior has relativity, that is, it always becomes deviant behavior at a specific time, place and condition.Deviant behavior in one society or group may be normal or legitimate behavior in another society or group.
Deviations must be behaviors that violate important social norms.In daily life, the special hobbies and behavior characteristics of individuals or a few people do not belong to deviant behavior as long as they do not conflict with social norms.
Deviant behavior is the behavior that most people disapprove of.Most members of any society or group will have some deviant behavior more or less in their life.However, as long as people do not repeat such acts repeatedly, they will not be regarded as deviant actors.
Deviant behavior is not completely equal to social problems.Only when some deviant behavior occurs frequently and causes harm to the society, making a considerable number of people threatened, will it become a social problem.
The degree of deviant behavior and the degree of punishment for such behavior depend on the importance of the norms violated by such behavior, that is, the status of the norms in maintaining society and groups.When deviant behavior violates the norms that are vital to the life and death of society and its rulers, its deviant degree and punishment will inevitably be serious.On the contrary, it is lighter[4]。
Action mechanism
Group members may increase pressure on deviants, trying to engage individuals in dialogue or clarify why he or she should follow their behavioral expectations.Whether a person's role is consistent or not depends largely on how the group's behavior affects the individual.Especially for new members who know little about it, the group can use certain stimuli to restore individual behavior to normal[17]。
However, as time goes by, if members continue to refuse to obey, the group will abandon them as a failure, although the group may not necessarily revoke their membership.For example, if a worker is late for a meeting and violates the office rules of punctuality, the boss or other colleagues may wait until the person arrives and pull him aside to ask what happened.If this behavior continues, the group may eventually start the meeting without him because this person is "always late".The team regards individual "deviation" as the "whole" of individual quality, and quickly spreads this impression and the corresponding team marginalization behavior to various activities, so as to reduce the influence and foothold of members in future group differences[18]。
The tolerance of group members to deviation varies from member to member;Not all team members will receive the same treatment for violating the norms.Individuals can establish "reserve points" for good behavior through integration for reference.These trait scores provide a theoretical basis for understanding the changes in group behavior expectations. For example, compared with students who repeatedly create chaos, teachers may be more likely to forgive all excellent students for their misbehavior - they have stored the past "good reputation".On the one hand, past performance can help build trait scores.On the other hand, some group members can import credits from another group, so they have a higher quota at the beginning.For example, the childhood movie stars who entered the university may have more leeway in complying with the school norms than other freshmen when they entered the university.However, their trait scores are not bottomless.Although its standard is more tolerant than that of ordinary members, if their deviance becomes too extreme, they may still face group rejection[19]。
Relevant laws, regulations and policy documents of China
Announce
edit
China's laws and regulations promote the formation and maintenance of social norms from the perspective of civic moral construction.In 2001, the Central Committee of the Communist Party of China issued the Outline for the Implementation of Civic Moral Construction[20]To provide guidance for strengthening the construction of citizens' morality under the conditions of socialist market economy and promote the construction of socialist spiritual civilization.In 2019, the Central Committee of the Communist Party of China issued the Outline for the Implementation of Civic Moral Construction in the New Era[21]。The Law of the People's Republic of China on the Protection of Minors (revised in 2020) proposes to improve students' code of conduct and other provisions, and clearly points out that sex education suitable for their age should be carried out for minors[22]。
Law of the People's Republic of China on the Protection of Minors
Article 25
The school should fully implement the national education policy, adhere to moral cultivation, implement quality education, improve the quality of education, pay attention to cultivating the cognitive ability, cooperation ability, innovation ability and practical ability of minor students, and promote the comprehensive development of minor students.
The school shall establish a system for the protection of minor students, improve students' code of conduct, and cultivate their good habits of abiding by discipline and law.
Article 40
Schools and kindergartens shall establish a working system to prevent sexual assault and harassment of minors.Schools and kindergartens shall not conceal illegal and criminal acts such as sexual assault and sexual harassment of minors, and shall report them to the public security organ and the education administrative department in a timely manner, and cooperate with relevant departments to deal with them according to law.
Schools and kindergartens shall carry out age appropriate sex education for minors, and improve their self-protection awareness and ability to prevent sexual assault and harassment.Schools and kindergartens shall promptly take relevant protective measures against minors who have suffered sexual assault or harassment.
Article 71
Parents or other guardians of minors shall improve their Internet literacy, regulate their own use of the Internet, and strengthen guidance and supervision of minors' use of the Internet.
Parents or other guardians of minors should avoid minors from contacting network information that is harmful or may affect their physical and mental health by installing network protection software for minors on intelligent terminal products, selecting service modes and management functions suitable for minors, and reasonably arrange the time for minors to use the network,Effectively prevent minors from indulging in the Internet.
Article 99
The local people's governments shall foster, guide and regulate the participation of relevant social organizations and social workers in the protection of minors, carry out family education guidance services, and provide professional services for psychological guidance, rehabilitation assistance, guardianship and adoption evaluation of minors[22]。
Implementation Outline of Civic Moral Construction in the New Era
General requirements
The Outline requires that under the guidance of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, we should closely focus on carrying out great struggles, building great projects, advancing great undertakings and realizing great dreams, focus on building the Chinese spirit, Chinese values and Chinese strength, and promote the close unity of all people in their ideals, beliefs, values and moral values,We should firmly establish the common ideal of socialism with Chinese characteristics in the whole nation, vigorously promote the core values of socialism in the whole society, actively advocate prosperity, democracy, civilization, harmony, freedom, equality, justice, rule of law, patriotism, dedication, integrity and friendliness, comprehensively promote the construction of social ethics, professional ethics, family virtues, and personal morality, and continue to strengthen education, guidance, practice, and system protection,Constantly improve the moral quality of citizens, promote the all-round development of people, and cultivate and bring up new people of the times who shoulder the responsibility of national rejuvenation[21]。
Key tasks
Build the foundation of ideals and beliefs.
Cultivate and practice core socialist values.
Inherit traditional Chinese virtues.
Carry forward the national spirit and the spirit of the times[21]。
Deepen the guidance of moral education
To establish morality and cultivate people throughout the whole process of school education.
Cultivate morality with good parenting style.
Leading the moral trend with advanced models.
Create a good moral environment with correct public opinion.
Cultivate moral sentiment with excellent literary and artistic works.
Give play to the role of moral education in various positions.
Focus on the education and guidance of key groups[21]。
Promote the cultivation of moral practice
Widely carry out actions to promote the new style of the times.
Deepen mass activities.
We will continue to promote integrity building.
Deeply promote the voluntary service of learning from Lei Feng.
Widely carry out the action of changing customs.
Give full play to the civilizing role of etiquette.
Actively practice green production and lifestyle.
Demonstrate civilization in foreign exchanges[21]。
Do a good job in the moral construction of cyberspace
Strengthen the construction of network content.
Cultivate civilized and self-discipline network behavior.
Enrich online moral practice.
Create a good network moral environment[21]。
Give play to the role of system guarantee
Strengthen the protection of laws and regulations.
Highlight the value orientation of public policy.
Give play to the guiding and binding role of social norms.
Deepen the governance of prominent problems in the moral field[21]。
Relevant educational documents of Chinese ministries and commissions
Announce
edit
Education is an important means to help children and adolescents understand and form social norms.In the relevant educational documents issued by various ministries and commissions in China, the Guidelines for Public Safety Education in Primary and Secondary Schools (2017)[23]It clearly points out that students should abide by various codes of conduct that affect public safety.Core Information and Interpretation of Chinese Youth Health Education (2018)[24]Curriculum Standards for Physical Education and Health in Ordinary High School (2017)[25]Guidelines for Health Education in Primary and Secondary Schools[26]And Guidelines for Legal Education in Primary and Secondary Schools (2007)[27]Put forward requirements from the perspective of physical and mental health behavior and lifestyle.
Guidelines for Public Safety Education in Primary and Secondary Schools
Grade 4-6 of primary school
Module I: Prevention and response to social security accidents or incidents
Understand the harm and scope of social security emergencies or events, and do not participate in activities that affect and endanger social security;
Conscientiously abide by the basic rules of interpersonal communication in social life and the safety norms in public places;
Learn how to deal with suspicious strangers, and improve self prevention awareness;
Understand the general methods to deal with extortion, intimidation and sexual assault, and improve self-protection ability[23]。
Senior high school
Module I: Prevention and response to social security accidents or incidents
Consciously abide by various codes of conduct closely related to life;
Understand the relevant legal knowledge of exam disclosure and violation.Develop good habits of maintaining exam discipline and norms;
Consciously resist activities that affect and endanger social and public security, and improve social responsibility and national awareness;
Basic understanding of international political, economic and religious conflicts, and efforts to maintain national and social stability and solidarity;
Inherit and carry forward the traditional excellent culture of the Chinese nation, absorb the essence of other countries' culture, and resist the influence of bad cultural customs[23]。
Guidelines for Legal Education in Primary and Secondary Schools (2007)
Legal education content of ordinary high school students
Understanding the law reflects the relationship between individual freedom and social order, understanding the value of the existence of legal norms, forming a rational sense of law and the concept of rule of law, and understanding that ruling the country by law is an important strategy for China's socialist construction;
Know that the law is the embodiment of the will of the state, understand that the law has the functions of maintaining social order, realizing social justice, standardizing the behavior of the legal subject, adjusting the interest relationship, and promoting the coordinated development of individuals, society, and the environment;
Understand the main laws regulating China's political, economic and cultural life.Understand the relevant provisions of the Constitution on the establishment and functions and powers of China's state system, regime and state institutions, and understand the laws related to citizens' participation in political life.Understand the provisions of the Constitution on China's basic economic system and basic distribution system, and understand the relevant laws and regulations for the development of the socialist market economy.Understand the laws related to strengthening education, science, culture and other socialist spiritual civilization construction in China;
Understand the basic principles of international law and important international conventions ratified by China, especially international human rights conventions, World Trade Organization conventions, international conventions on the protection of the human environment and other relevant knowledge, and build a global awareness;
Understand the relationship between citizens' rights and obligations, understand the main content of citizens' rights, understand that citizens must perform corresponding legal obligations while enjoying rights, and establish a correct view of rights and obligations[27]。
Guidelines for Health Education in Primary and Secondary Schools (2008)
Level 1 (Grade 1 to Grade 2 of primary school)
Healthy behavior and lifestyle
No spitting, no littering, such as peel and paper scraps;
Cover mouth and nose when coughing and sneezing;
Frequently bathe, change clothes, wash hair and cut nails (including the prevention of head lice);
Do not defecate anywhere, and wash your hands before and after meals[26]。
mental health
Polite expressions in daily life, skills of getting along well with classmates[26]。
Level 2 (Grade 3-4 of primary school)
Healthy behavior and lifestyle
Domestic garbage should be classified and placed[26]。
Level 5 (high school stage)
mental health
The appropriate way to reasonably vent and confide, and treat things objectively;
The principles and methods in interpersonal communication should be active, sincere, fair, modest and generous[26]。
Curriculum Standards for Physical Education and Health in Ordinary High School
Social adaptation
Unit 1: Harmonious interpersonal relationship, good cooperation spirit and sports ethics
Respect others' interests and needs in sports activities;
Do not intentionally hurt others in sports activities;
Abide by the rules and obey the referee in sports competitions;
Become a civilized audience in sports competitions;
Clarify the relationship between your role and the team in sports activities and competitions[25]。
Unit 2: Have a positive sense of social responsibility
Show responsible social behavior in sports and health activities, such as caring for public sports facilities and equipment, protecting the environment inside and outside the stadium, etc[25]。
Core Information and Interpretation of Health Education for Teenagers in China
Master correct reproductive and sexual health knowledge, avoid premature sexual behavior, and prevent sexually transmitted diseases such as AIDS
（1） Accepting and participating in comprehensive sex education can improve adolescents' awareness of sexual and reproductive health, and enhance their sense of responsibility to protect themselves and respect the physical and mental health of others.
（4） Teenagers' physiological development brings about psychological changes, and they have a sense of love for the opposite sex. They need to know themselves and others rationally and objectively, establish a correct view of love, and realize that love and marriage are closely related to physical and mental growth and maturity.
（5） Develop and maintain good hygiene habits.For example, keep the vulva clean and advocate cleaning the vulva every day;Avoid wearing tight pants, and choose soft, comfortable, breathable cotton underwear that is easy to absorb sweat.
（6） Premature sexual behavior, early pregnancy or induced abortion will cause great physical and mental damage to teenagers.Unsafe sex can lead to the infection of sexually transmitted diseases such as AIDS, syphilis and gonorrhea.Teenagers should avoid having sex prematurely and refuse sexual harassment, temptation and violence[24]。
Relevant teaching contents in comprehensive education
Announce
edit
In the process of entering adulthood, many young people will be exposed to a large number of sex related confusion and contradictory negative information, and the embarrassment and silence of adults, including parents and teachers, on sexual issues will often exacerbate this situation.In many social environments, outdated concepts and backward laws limit the public's discussion of sex and sexual behavior, while social norms may make harmful situations, such as gender inequality in sexual relations, family planning and the use of modern contraceptives, persist[6]。
The importance of comprehensive sex education is reflected in its ability to help young people reflect on social norms, cultural values and traditional concepts, so as to better understand and handle their relationships with peers, parents, teachers, other adults and their communities[6]。
Learning objectives
Understanding and reflecting on social norms related to sex and gender is an important part of comprehensive sex education.In comprehensive education, learning about social norms involves both knowledge points and relevant skills.In the United Nations International Technical Guidelines for Sex Education (revised version), learning objectives related to "social norms" mainly appear in the third theme "culture, society and sex" under core concept 2 "values, rights, culture and sex".In addition, the second theme under core concept 1 "relationship" is "friendship, love and love relationship";The first theme "social construction of gender and its norms" under core concept 3 "understanding gender" and the second theme "gender equality, stereotypes and prejudice", the first theme "social norms and peer influence on sexual behavior" under core concept 5 "health and well-being skills" and the fourth theme "media literacy and sex"The first theme "Pregnancy and contraception" and the third theme "Understanding, recognizing and reducing the risk of sexually transmitted infections, including HIV" of core concept 8 "Sexual and reproductive health" also contain relevant content.The content runs through the three age groups of 9-12, 12-15 and 15-18. The specific learning objectives are as follows[28]：
Core Concept 2: Values, Rights, Culture and Sex
Theme 3: Culture, Society and Sex
Learning objectives (12-15 years old)
Key points: the acceptance of sexual behavior is affected by social, cultural, religious and other factors, and these factors will change over time
Learners will be able to:
Defining social and cultural norms (knowledge);
Examine which social and cultural norms affect sexual behaviour and how they change over time (knowledge);
Recognize that social and cultural norms change over time (attitudes);
Challenge social and cultural norms (skills) that influence sexual behaviour[28]。
Learning objectives (15~18 years old and above)
IMPORTANT: It is important to understand how social and cultural norms affect sexual behaviour while developing your own views
Learners will be able to:
Compare and contrast the positive and negative effects of social and cultural norms on sexual behavior and sexual health (knowledge);
Understand the importance (attitude) of cultivating personal views on sexual behavior;
Reflect on the social and cultural norms you value and how these norms affect your personal views and feelings about sex and sexual behavior (skills)[28]。
Core Concept 1: Relationship
Theme 2: Friendship, love and love relationship
Learning objectives (12-15 years old)
Key points: unequal status and power differences (due to gender, age, economic, social or health status and other reasons) can seriously affect love relationships
Learners will be able to:
Analyze how unequal status and power differences have a negative impact on love relationships (knowledge);
Recall how gender norms and gender stereotypes affect love relationships (knowledge);
Recognize that inequality and power differences in relationships can be harmful (attitudes);
Challenge inequalities and power imbalances in interpersonal relationships (skills)[28]。
Core Concept 3: Understanding Gender
Theme 1: Social construction of gender and its norms
Learning objectives (9-12 years old)
Key points: social and cultural norms and religious beliefs are factors that affect gender roles
Learners will be able to:
Defining gender roles (knowledge);
Give examples of how social norms, cultural norms and religious beliefs affect gender roles (knowledge);
There are many factors that affect gender roles (attitudes) in identity;
Reflect on how social, cultural and religious beliefs affect people's perceptions of gender roles (skills)[28]。
Learning objectives (12-15 years old)
Key points: gender roles and gender norms affect people's lives
Learners will be able to:
Determine how gender norms shape identity, aspirations, practices and behaviour (knowledge);
Examining how gender norms harm people and negatively affect their choices and behaviors (knowledge);
Recognize that beliefs about gender norms are socially constructed (attitudes);
Identification with gender roles and gender expectations can change (attitudes);
Take action in the daily life of families, schools and communities to have a more positive impact on gender roles (skills)[28]。
Key points: love relationships may be negatively affected by gender roles and gender stereotypes
Learners will be able to:
Analyze the impact of gender norms and gender stereotypes on love relationships (including traditional masculinity norms and traditional femininity norms) (knowledge);
Explain how abuse and violence in love relationships are closely related to gender roles and gender stereotypes (knowledge);
Recognize the negative impact (attitude) of gender roles and gender stereotypes on love relationships;
Questioning gender roles and gender stereotypes in love relationships (skills)[28]。
Learning objectives (15~18 years old and above)
Key points: homophobia and transphobia will harm people with different sexual orientation and gender identity
Learners will be able to:
Define homophobia and transphobia (knowledge);
Analyze the social norms that lead to homophobia and cross phobia and their consequences (knowledge);
Recognize that all people should be able to love the people they love without being subjected to violence, coercion or discrimination (attitudes);
Show ways (skills) to support people who are hurt by homophobia and cross phobia[28]。
Theme 2: Gender equality, stereotypes and prejudice
Learning objectives (12-15 years old)
Key points: Gender stereotypes and prejudices affect the way men, women and people with different sexual orientation and gender identity are treated, as well as the choices they can make
Learners will be able to:
Recall how social norms affect the way society describes men, women and people with different sexual orientation and gender identity (knowledge);
Give examples of various forms of gender bias (knowledge);
Recognize the importance (attitude) of treating all people equally;
Recognize that prejudice against those who do not meet gender norms will impair their ability to make choices, including choices (knowledge) about health;
Demonstrate how to treat others without gender bias (skills);
Reflect on how your own values affect your own perceptions and gender biases (skills)[28]。
Learning objectives (15~18 years old and above)
Key points: gender inequality, social norms and power differences can affect sexual behavior and may increase the risk of sexual coercion, sexual abuse and gender based violence
Learners will be able to:
Tell how gender inequality and power differences affect sexual behavior, as well as the risks of sexual coercion, sexual abuse and gender based violence (knowledge);
Agree that gender inequality and power differences will affect sexual behavior, and affect people's ability to make safe choices and take safe behaviors, such as condom use, access to sexual and reproductive health services (attitudes);
Actively seek support or help others to seek support (skills) when they or others are subjected to sexual coercion, abuse, or gender violence[28]。
Core Concept 5: Health and Wellbeing Skills
Theme 1: The influence of social norms and peers on sexual behavior
Learning objectives (12-15 years old)
Key points: social and gender norms and peers can influence sexual decision-making and behavior
Learners will be able to:
Defining gender and social norms (knowledge);
Describe gender and social norms and how peers influence sexual decision-making and behavior (knowledge);
Recognize that sexual decision-making and behavior are influenced by gender and social norms, as well as peer attitudes;
Ways (skills) to demonstrate collective advocacy of mutual tolerance, support and respect[28]。
Theme 4: Media literacy and sex
Learning objectives (9-12 years old)
Key points: the media can have a positive or negative impact on the values, attitudes and norms related to sex and gender
Learners will be able to:
Define different types of media (e.g. social media, traditional media) (knowledge);
List the cases (knowledge) of media depicting men, women and interpersonal relationships;
Describe the influence of media on personal values, attitudes and behaviors related to sex and gender (knowledge);
Aware that the media can influence personal values, attitudes and behaviors (attitudes) related to sex and gender;
Ways (skills) to demonstrate collective advocacy of mutual tolerance, support and respect[28]。
Core Concept 8: Sexual and Reproductive Health
Topic 1: Pregnancy and contraception
Learning objectives (9-12 years old)
Key points: gender roles and peer norms may affect contraceptive related decisions
Learners will be able to:
Discuss how gender roles and peer norms affect contraceptive related decision-making (knowledge);
Recognize that the decision to use condoms or other contraceptives is the common responsibility (attitude) of both parties in sexual relations;
Recognize that preventing pregnancy is a shared responsibility (attitude) of men and women;
Reflect on your own feelings about contraception, and how gender roles and peer norms affect these feelings (skills)[28]。
Theme 3: Understanding, recognizing and reducing the risk of sexually transmitted infections, including HIV
Learning objectives (15~18 years old and above)
Important points: communication, negotiation and refusal skills can help young people resist sexual pressure against their own will, or strengthen their intention to have safe sex (such as insisting on using condoms or other contraceptives)
Learners will be able to:
Recall that a person's negotiation skills will be affected by social norms, power inequality, personal beliefs and confidence about self decision-making rights (knowledge);
Use effective communication, negotiation and rejection skills to resist sexual pressure against personal will and adopt safer sexual behavior strategies (skills)[28]。
How to carry out education related to social norms in comprehensive education
Content related to social norms in kindergarten sex education
According to the learning objectives given in the United Nations International Technical Guidelines for Sex Education (Revised Edition), sex education on social norms in early childhood involves many aspects such as relationship and gender.In Cherishing Life - Picture Book of Preschool Sexual Health Education (9 volumes in total) edited by Professor Liu Wenli of Beijing Normal University, the book Monkey King Abiding by Norms mainly tells about the educational content related to social norms[29]。
Illustration of Cherish Life - Picture Book of Infant Sexual Health Education
The book Monkey King Abiding by the Norms mainly helps children to get a preliminary understanding of social norms and understand that different places have different norms.Specific contents cover privacy, emotion, marriage and other aspects, and guide children to comply with social norms[30]。
Content related to social norms in primary sex education
Sex education in primary schools enables children to understand the characteristics, types and functions of social norms on the basis of preliminary understanding.The first topic related to social norms in the reading book edited by Professor Liu Wenli of Beijing Normal University was in the first semester of Grade 6。
The theme of "Understanding Social Norms" in the unit of "Life and Skills" in Volume I of Grade 6 specifically explains social norms。In terms of the characteristics of social norms, it is pointed out that social norms are the criteria for measuring individual social behavior, which have obvious constraints and will change with historical development.The types of social norms include living norms, learning norms, moral norms, legal norms, etc.Through learning, children will be able to recognize that social norms will affect individual values, behavior, sexual values, sexual behavior, etc., and guide children to resist negative social norms.
Content related to social norms in junior high school sex education
Sex education in junior high school is to further understand social norms and their impact on the basis of primary school.On the basis of understanding social norms, junior high school students should understand the relationship between social norms and sex, have a deeper understanding of the specific content of social norms, and comply with social norms[31]。
