Research On The Cultivation Of Students’ Sense Of Social Responsibility In High School Ideological And Political Courses

Education is the great plan of the country and the Party.The foundation of education lies in cultivating morality and cultivating people,and the focus of morality lies in cultivating a sense of social responsibility.The ideological and political course in high school is a key course to implement the fundamental task of cultivating morality and cultivating people,with the aim of cultivating socialist core values.It is the main battlefield for enhancing students’social understanding and participation abilities,and cultivating their sense of social responsibility.High school students are the hope of the country,the future of the nation,and the driving force and key force for realizing the Chinese Dream in the new era.The moral character and responsibility of high school students are directly related to the future of the country.The overall quality of high school students is excellent,and their overall style is positive and upward.They have a broad mind and take the responsibility of national rejuvenation as their own.However,due to the psychological characteristics of high school students and the influence of negative social trends,some high school students have encountered problems such as inconsistent understanding and practice of social responsibility,inconsistent evaluation standards,and other issues,which have affected the moral development of high school students.Therefore,cultivating students’sense of social responsibility is the responsibility that high school ideological and political moral education courses should fulfill.The article deeply analyzes the concept of social responsibility and the specific content of social responsibility,investigates the achievements and problems in cultivating social responsibility among high school ideological and political students,analyzes the reasons for the problems,and proposes strategies for cultivating social responsibility among high school ideological and political students.Except for the introduction,the entire article is divided into four parts.The first part is an overview of cultivating students’social responsibility in high school ideological and political courses.This part first defines relevant concepts,including responsibility and responsibility,social responsibility,and the basic concepts and specific content of students’social responsibility.Furthermore,it discusses the significance of cultivating students’social responsibility in high school ideological and political courses,from promoting students’moral education development,improving teachers’professional development The significance of completing the moral education goals of ideological and political courses and assisting in the great rejuvenation of the Chinese Dream is discussed from four perspectives.The second part is an analysis of the current situation of cultivating students’sense of social responsibility in high school ideological and political courses.Firstly,the survey objects,ideas,interview objects,and ideas of cultivating students’sense of social responsibility in high school ideological and political courses were explained,fully affirming the effectiveness of cultivating students’sense of social responsibility.While the mainstream of cultivating students’sense of social responsibility is good,the problems in cultivating students’sense of social responsibility were also analyzed,Furthermore,the reasons for these problems were analyzed from the perspectives of teacher teaching,school training atmosphere,and personal factors of students.The third part is the strategy for cultivating students’sense of social responsibility in high school ideological and political courses,which is the focus of this article.It proposes training strategies from aspects such as teacher literacy,teaching objectives,teaching content,teaching methods,and teaching evaluation.Firstly,it is necessary to strengthen teachers’awareness of social responsibility,demonstrate their exemplary role in social responsibility,and consolidate their social responsibility training skills to comprehensively improve their teaching literacy;The second is to scientifically design teaching objectives,which attach importance to the core literacy of public participation,match students’social responsibility abilities,and align with students’subjective behavior expression;Thirdly,we need to refine and expand teaching resources,Extracting and integrating basic teaching resources for social responsibility in textbooks,developing and utilizing characteristic teaching resources for social responsibility on campus,and appropriately selecting hot political resources for social responsibility in society to enrich the content of social responsibility cultivation;Fourthly,it is necessary to flexibly optimize teaching methods,optimize and comprehensively use teaching methods such as situational teaching, example demonstration,analytical teaching,and activity teaching,to promote the cultivation of students’sense of social responsibility;The fifth is to actively explore qualitative evaluation methods for students’sense of social responsibility,commonly using classroom motivational language evaluation methods,making good use of teacher-student interview evaluation methods,and using emotional observation evaluation methods to promote the effectiveness of cultivating social responsibility.The fourth part applies the theory of cultivating students’sense of social responsibility in high school ideological and political courses in this article,combines theory with practice in teaching design based on the concept of"adhering to new development",and evaluates and reflects on the teaching design.