Exploration On The Teaching And Cultivation Of High School Students' Political Identity Core Literacy

In order to implement the spirit of the 19 th CPC national congress,fully implement the party's education policy,and carry out the fundamental task of cultivating morality and cultivating talents,the ministry of education promulgated the newly revised curriculum plan for ordinary senior high school and curriculum standards for Chinese and other disciplines(2017 edition)at the end of 2017.The New Curriculum Standards guides the subject teaching with the cultivation of disciplinary key competency as the guidance.Among them,the New Curriculum Standard condenses the key competence of ideological and political discipline into political identity,scientific spirit,law consciousness and public participation.As the primary accomplishment of the core literacy of ideological and political discipline,political identity is not only the concentrated embodiment of the essence of ideological and political courses,but also the key political accomplishment related to the growth direction and ideal and faith of students.Therefore,how to elaborate and understand the core accomplishment of political identity and how to realize the implementation of the core accomplishment of students' political identity will directly affect the realization of ideological and political course objectives and teaching effects.Following the research idea from theory to reality and from abstract to concrete,this paper attempts to construct the teaching and cultivation path of high school students' core accomplishment of political identity based on the relevant theoretical exploration of high school students' core literacy of political identity.Based on the above understanding,this paper is divided into the following four parts:The first part: An overview of the core literacy of high school students' political identity.Based on the requirements of ideological and political core literacy education and teaching,this paper defines the core literacy of high school students' political identity on the basis of in-depth analysis of the connotation and essence of citizen political identity.The second part: The formation mechanism of the core literacy of high school students' political identity.Clarifying the formation mechanism of the core accomplishment of high school students' political identity is the key to the implementation of teaching and cultivation.According to the internal formation mechanism of political identity,the cognitive and behavioral characteristics of senior high school students,and the teaching process of ideological and political courses,this part divides the formation mechanism of the core accomplishment of senior high school students' political identity into three links: dynamic generation mechanism,process formation mechanism and feedback adjustment mechanism.The third part: An analysis of the problems and principles in the cultivation of high school students' political identity.Based on textbook analysis,literature review,field visits and other research methods,this paper examines the current problems in ideological and political education of senior high school students from the aspects of goal setting,content presentation,method selection,evaluation and implementation of the cultivation of core accomplishment of political identity.And on this basis,combined with the new curriculum standard requirements of teaching cultivation principles.The fourth part: Construction of the teaching and cultivation path of high school students' political identity core literacy.Based on relevant basis of high school students' core accomplishment of political identity and the problems of teaching and cultivating,according to the latest results of the ideological and political curriculum standards for ordinary senior high school(2017 edition),the teaching cultivation path of the core accomplishment of political identity of senior high school students is constructed form four dimensions: the formulation of teaching objectives,the presentation of teaching contents,the selection of teaching methods and the implementation of teaching evaluation.