Research On The Teaching Design Of High School Ideological And Political Courses Based On The Cultivation Of Core Literacy Of Public Participation

With the continuous advancement of the path of socialism with Chinese characteristics,the modernization of social governance requires the joint participation of citizens,which puts forward higher requirements for citizens’ ability to participate in public affairs.As early as 2017,the new curriculum standard officially condensed public participation into the core literacy of high school ideological and political courses,and the 20 th National Congress of the Communist Party of China pointed out that Chinese young students have an incomparably broad stage to display their talents at the right time,and are the successors of the future cause of socialism with Chinese characteristics,so the cultivation of the core literacy of youth public participation cannot be ignored.Instructional design is the creative preparation process for teachers to rationally integrate teaching content and use appropriate teaching methods to promote the educational objects to achieve the teaching goals,which is the key to whether the teaching implementation can achieve the expected goals.Under the background of the new curriculum reform,update teachers’ teaching concepts,integrate the cultivation of core competencies of public participation into the teaching design system of high school ideological and political courses,improve the educational effectiveness of ideological and political courses,improve the level of teachers’ own teaching design,and realize the cultivation of core literacy of young students’ public participation.Based on this,this paper studies the teaching design of high school ideological and political courses on the premise of public participation in the cultivation of core literacy.This paper is divided into four parts: the introduction part,which mainly introduces the background of the topic selection,the research difficulties and innovations,and briefly summarizes and evaluates the current research status of public participation and teaching design at home and abroad,which provides corresponding theoretical support for this paper.Chapter 2 mainly analyzes the connotation of the core literacy of public participation,and puts forward specific requirements for cultivating the core literacy of public participation in the utilization of teaching resources,classroom teaching design,and extracurricular social practice activity design for high school ideological and political courses.Chapter 3 analyzes the current situation of teaching design of high school ideological and political courses based on the core literacy of public participation,and understands the understanding and attention of high school ideological and political course teachers to the core literacy of public participation through interview research,and the survey shows that there are problems such as insufficient attention to the core literacy of public participation,weak practical ability,and poor applicability of the evaluation system in the teaching philosophy of high school ideological and political course teachers,and then analyzes the first-hand teaching design examples on this basis.Understand the merits and shortcomings in the teaching design of teachers to cultivate core competencies for public participation,and analyze the reasons behind them.Chapter 4 is mainly based on the defects and problems in the previous part of interviews and specific teaching design cases,from the three aspects of teaching design concept,classroom mode teaching design,and extracurricular social practice activity design,and puts forward corresponding solutions and optimization paths,such as: "strengthen the emphasis on the core literacy of public participation" in the teaching design concept,"strive to create an open classroom" in the design of classroom teaching mode,and "enrich the form of participatory activities" in the design of extracurricular social practice activities.It provides a useful reference for improving the teaching design of frontline teachers.