Research On The Application Of Experiential Teaching In The Cultivation Of Political Identity Literacy In High School Ideological And Political Class

Since entering the 21 st century,the state has attached great importance to the cultivation of students’ core competencies,and the Ministry of Education began to revise the curriculum of ordinary high schools in 2013,clarifying the core competencies of various subjects.The Standards for Ideological and Political Curriculum in Ordinary High Schools(2017 Edition and 2020 Revision)stipulates that the core competencies of high school ideological and political subjects mainly include four aspects: political identity,scientific spirit,awareness of the rule of law,and public participation.Among them,political identity literacy is related to the establishment of students’ ideals and beliefs,is the ideological foundation for maintaining national unity and social stability in China,is the most solid foundation for the rise of the Chinese nation,and is the common symbol of scientific spirit,awareness of the rule of law,and public participation literacy with Chinese characteristics.Therefore,teachers of high school ideological and political courses are very concerned about how to cultivate students’ political identity literacy.Experiential teaching,as a teaching method that emphasizes students’ understanding of knowledge through hands-on experience,enables students to enhance their selfconfidence in the path,theory,system and culture of socialism with Chinese characteristics and improve their political identity literacy in various situations and activities.It can be seen that experiential teaching can help high school ideological and political teachers solve their concerns to a certain extent.Based on this,this paper conducts research on the application of experiential teaching in the cultivation of political identity literacy in high school ideological and political courses.The body of this study consists of the following three parts:The first part is an analysis of the application of experiential teaching in the cultivation of political identity literacy in high school ideological and political courses.On the basis of combing the relevant literature at home and abroad,the concept,constituent elements and concepts and characteristics of experiential teaching in high school ideological and political courses are expounded,the role of experiential teaching in the cultivation of political identity literacy in high school ideological and political courses is explained,what’s more,the feasibility and relevant theoretical basis of this study are introduced.The second part is about the application of experiential teaching in the cultivation of political identity literacy in high school ideological and political courses.Firstly,the general idea of the experiment is summarized,and the principles and experimental procedures of setting up experimental groups and control groups are explained.Secondly,with the help of questionnaire survey method,the current situation of political identity literacy of students in the experimental group and the control group was understood.According to the survey results,the advantages of experiential teaching in the cultivation of political identity literacy in high school ideological and political courses were pointed out from four aspects: political cognition,political emotion,political belief,and political behavior.Finally,through the reflection on the experiential teaching experiment,it is found that the current experiential teaching still needs to be improved in the cultivation of political identity literacy in high school ideological and political courses.The third part is about the optimization strategy of experiential teaching in the cultivation of political identity literacy in high school ideological and political courses.Aiming at the problem that experiential teaching needs to be improved in the cultivation of political identity literacy in high school ideological and political courses,corresponding optimization strategies are proposed from four aspects: "establishing appropriate experiential teaching objectives,creating appropriate experiential teaching situations,setting up diverse experiential teaching activities,and carrying out comprehensive experiential teaching evaluation",so as to improve students’ political cognition,political emotions,political beliefs,and political behavior levels,and enhance students’ political identity literacy.