Research On The Education Of High School Students’ Mainstream Ideological Identity

President Xi Jinping has repeatedly stressed that ideological work is an extremely important task.Strengthening the mainstream ideological education of high school students plays an important role in helping students establish correct values and maintaining the ideological security of our country.Identification is the foundation,and the identification effect of high school students on the mainstream ideology determines the effectiveness of the mainstream ideological education.As the main front of high school students’ mainstream ideological identity education,it is of great significance to study the current situation,causes and countermeasures of middle school identity education to promote the mainstream ideological identity.In this paper,according to the high school students ideological education law,the interpretation of ideology,identity,on the basis of the basic concepts such as education,with the theories of Marx,Engels,Lenin’s ideology,the main point of the Localization of Marxism and the main point of the identity theory as the theoretical basis,USES the questionnaire survey way in Fuzhou three different levels school high school students as the research object,analyzed the high school students are the mainstream ideology identity education results,and puts forward the problems existing in the mainstream ideology identity education,based on problems,analysis of the main causes of the problems,including: the thought political lesson the main channel role play;Emotional identity education atmosphere is not strong enough;The effect of educational practice is not good;The educational system is not yet sound.According to the existing problems and causes of education,this paper puts forward some Suggestions on the education of high school students’ mainstream ideological identity.Second,to create an atmosphere of public opinion and publicity,to promote students’ emotional identity;Third,to enhance the effect of practical activities and enhance students’ behavioral identity;The fourth is to strengthen the construction of the system,to provide security for identity education.