Research On The Cultivation Of Senior High School Students' Scientific Spiritual Accomplishment By Issue Teaching In High School Ideological And Political Courses

Based on the need of the times for well-rounded talents with patriotic sentiments and rational thinking,the latest standards of the 2017 edition of the ideology and politics curriculum propose that the subject of ideology and politics should cultivate talents with core literacies such as political identity,scientific spirit,awareness of the rule of law and public participation.Among them,scientific spirituality literacy has a positive guiding role for students to cope with changes in the country and society,helps to improve students' dialectical thinking ability,and enables them to make correct value judgments and behavioral choices when dealing with complex and changing social issues.However,scientific spiritual literacy is more demanding and much abstract in content,making it more difficult for teachers to implement.In order to better cultivate high school students with scientific spiritual literacy,this paper combines front-line teaching practice experience with a comparative analysis of the measurement of scientific spiritual literacy and the value of teaching issues in high school ideology and politics classes.The possibility of cultivating scientific spiritual literacy in various aspects of issue teaching is analyzed through a hands-on study of issue teaching in high school ideology and politics classes.This paper systematically investigates the value and strategies of issue teaching in high school ideology and politics classes in cultivating science literacy among high school students in a "macro-micro-macro" structure.First,this paper clarifies that the classroom structure of issue teaching in senior high school ideology and politics class includes three major parts: "issue description","issue analysis and decision-making" and "issue inquiry".It clarifies the evaluation criteria of scientific spirituality.Through a comparative study of the two,it is concluded that teaching issues in high school ideology and politics helps high school students emancipate the mind and explore new knowledge,cope with complex situations,think dialectically,and make correct value judgments and behavioral choices.Next,in response to the value analysis in the previous chapter,the text focuses on the methods and values of the three major aspects of issue-based teaching in high school ideology and politics classes for cultivating high school students' scientific spirituality.Specifically,in the "issue description" section,teachers cultivate high school students' ability to pay attention to society and dialectical thinking by selecting social and debatable issues,and cultivate high school students' ability to reflective thinking and observation and analysis by creating interesting,practical and typical situations.The students are trained to collect information in a practical and realistic way.In the "issue analysis and decision-making" session,the high school students' physiological thinking is sharpened through the discussion of opinions,and the standardized discussion among group members helps them make correct value judgments and choices.In the session of "Issue Inquiry",high school students are encouraged to reflect on themselves through a new evaluation system that combines process evaluation and summative evaluation,and a new evaluation system that combines "seeking common ground" and "seeking differences".The new assessment system combines process evaluation and summative evaluation,and "seeking common ground" and "seeking different ground" to encourage students to reflect on themselves and think more rationally in the process of reflection.Finally,it summarizes the effectiveness and problems of cultivating high school students' scientific spiritual literacy in teaching high school ideology and politics class topics.It finds that the three major aspects of issue teaching in high school ideology and politics classes may be useful in fostering high school students' abilities to seek truth from facts,be rationally critical,self-reflective,and make correct value judgment behavioral choices,which happen to be specific requirements for students in scientific spiritual literacy.This paper provides solutions for front-line teachers to cultivate high school students' scientific spiritual literacy by analyzing the value of issue teaching in various aspects of high school ideology and politics classes for cultivating high school students' scientific spiritual literacy.Theoretically,it increases the ways of cultivating scientific spiritual literacy on the one hand,and enriches the value and methodological research of issue teaching in high school ideology and politics classes on the other.In practice,it can help teachers design activities and tasks of issue teaching more scientifically when preparing lessons,and on the other hand,it can make science spirituality literacy really implemented in students' minds through issue teaching.