Practical Research On Cultivating Students' Public Participation Literacy Through Generative Resources In High School Ideological And Political Course

High school ideology and politics is a comprehensive discipline that combines theory with practice,and students externalize and guide their own behavior through continuous internalization of ideas and theories,and the teaching process of ideological and political courses is a dynamic generative process of change and development.At the same time,ideological and political courses are more theoretical than the teaching of other subjects,and it is particularly important to strengthen their interest and develop and apply diversified generative resources to support ideological and political teaching.In addition,the new curriculum reform requires ideological and political disciplines to cultivate and develop students’ core competencies,mainly including political identity,scientific spirit,awareness of the rule of law and public participation literacy,which are an organic whole,intertwined and interdependent.Among them,"public participation" reflects the responsibility of the people to be masters of their own affairs,and is the ultimate goal of the behavior performance and realization of the other three core elements,which has the unique value of grasping each core competency.It can be seen that "public participation" plays an important role in integrating into high school ideological and political classrooms.Therefore,this study aims to use generative resources to achieve the ultimate goal of cultivating students’ public participation literacy in high school ideological and political courses,implement the task of cultivating morality and cultivating people,and promote students’ health,personality and all-round development.This article is mainly elaborated in five parts.The first part is the introduction part of the article,which introduces the background and significance of the topic selection,the current research status at home and abroad,research ideas and research methods,and the innovation points and shortcomings.The second part is the definition of the concepts related to the cultivation of students’ public participation literacy in high school ideological and political courses,mainly including the explanation and interpretation of the connotation of public participation literacy and generative resources,the interpretation of meaning,and the relevant theories on generative resources and public participation literacy found in the process of thesis research,including Marx’s theory of comprehensive human development,Vygotsky’s theory of "recent development zone",Dewey’s "new three-center" theory and Piaget’s constructivist view of development.They can be used as a theoretical basis for the research of high school ideological and political course generative resources to develop students’ public participation literacy.The third part is an investigation of the teaching practice of Xinzhou Baode Middle School in using generative resources to cultivate students’ public participation literacy in high school ideological and political courses,including questionnaire surveys of students and interview records with teachers,design of survey objectives,survey objects,questionnaire design and data statistics and analysis.The fourth part analyzes the existing problems and causes of the cultivation of students’ public participation literacy through generative resources in high school ideological and political courses based on the results of the survey,which lays the foundation for the corresponding countermeasures and suggestions proposed below.The fifth part is to propose improvement strategies for the problems existing in the cultivation of students’ public participation literacy through generative resources in high school ideological and political courses,and mainly put forward solutions from four aspects: the transformation of teachers’ educational concepts,the cultivation of students’ learning habits,the improvement of teachers’ teaching literacy,and the emphasis on teaching reflection.