The Construction Of Ideological And Political Activities Classroom In Senior High Schools From The Perspective Of Public Participation Literacy Cultivation

Education in the 21 st century should pay more attention to the comprehensive development of students' knowledge,experience,and abilities,put more emphasis on the "student-oriented" teaching philosophy,promote quality education,and develop core qualities of students.In deepening the curriculum reform,the "General High School Ideological and Political Curriculum Standards(2017 Edition)" clearly stipulates that political identity,scientific spirit,awareness of the rule of law,and public participation are the core disciplines of the curriculum.The public participation literacy needs to ultimately reflect the cultivation of the other three levels of literacy through "action",focusing on the student's "activity" practice,and more intuitively showing the cultivating effect of literacy.Under the concept of high school ideological and political activity-based subject curriculum,it is proposed to create an activity-based classroom with "issue-based teaching" as the starting point.It is a means to realize the "activity-based" subject curriculum,and it also focuses on students' "activity experience" and leads students to participate and pay attention.The subjectivity of the student.Combining public participation literacy with activity-based classrooms is an important way to promote the construction of high school ideological and political activity-based classrooms and promote the knowledge,awareness,morality,and ability of public participation literacy.Based on the background of the combination of public participation literacy and activity-based curriculum construction,this article actively explores the construction of ideological and political activity-oriented classrooms in high schools under the perspective of public participation literacy.The full text is divided into five chapters.The first chapter is the introduction,which mainly introduces the background and significance of the topic selection,the status quo of domestic and foreign research,research methods and innovations and deficiencies;the second chapter starts from the concept and structural elements of public participation literacy,the concept and types of high school ideological and political activity classrooms,and public participation The relationship between literacy and activity-based classrooms is explained from the theoretical level of Marxist practice view,constructivist teaching view,and pragmatic education view;Chapter 3 analyzes high school ideological and political activity-based classrooms through classroom observation and questionnaire surveys Problems in the construction;Chapter 4 combines existing problems and analyzes the restrictive factors;Chapter 5 tries to put forward optimization strategies in combination with teaching practice.This is the key part of this article,mainly from classroom preparation,classroom development,and after-class reflection.In the link,how schools,teachers,and students make comprehensive efforts to discuss.