Research On Participatory Teaching Design Of High School Ideological And Political Courses Under The Guidance Of Political Identity Literacy

The Outline of the National Medium and Long Term Education Reform and Development Plan(2010-2020)states that education should be student centered,give full play to students’ initiative,innovate education and teaching methods,advocate participatory teaching,and help students learn to learn.The high school stage is a key period for cultivating students’ learning,and it is also a golden era for the formation of students’ political beliefs and political literacy.It is not only related to the direction of personal growth,but also related to the development of national political civilization.Due to the unique theoretical nature of political identity literacy,traditional lecturing teaching has little effect in the cultivation process,and there is an urgent need for teachers to improve teaching methods.The active participation of students required by participatory teaching is of great benefit to the cultivation of political identity literacy.Therefore,adopting participatory teaching methods to cultivate students’ political identity literacy can not only stimulate their learning enthusiasm,but also enable them to participate in teaching,transforming passive learning from the past into active exploration and active learning,gradually achieving a leap from political cognition to political action,and achieving unity of knowledge and action.This article uses the literature research method,case analysis method,content analysis method,and observation method as research methods to research and analyze the relevant presentations on the cultivation of political identity literacy in current teaching design,and then proposes a participatory teaching design based on political identity literacy orientation.The full text is divided into seven parts.The first part of the main text summarizes the concept of participatory teaching design guided by political identity literacy through the analysis of the concepts of political identity literacy and participatory teaching.Based on this,it further summarizes its significant identity,prominent theoretical significance,stronger participation,and distinct lifelong characteristics,and analyzes the important significance of four aspects.The second part is the five theoretical foundations that support this study,including Xi Jinping’s Important Exposition on Strengthening Youth Political Leadership,the education of young people’s ideals and beliefs of Xi Jinping,cooperative learning theory,communication behavior theory,humanistic learning theory and.The third part analyzes the problems and reasons of high school political participatory teaching design guided by political identity literacy.The collected 30 teaching designs are used as analysis texts,analyzing from five aspects: teaching objectives,teaching content,teaching methods,teaching activities,and teaching evaluation.The current problems and reasons of teaching design are summarized,laying the foundation for the next part.The fourth part is based on the previous text,constructing the basic framework of high school political participatory teaching design guided by political identity literacy,and supplemented by two cases in each section as explanations.The fifth part is to integrate and summarize the framework constructed in the previous part,propose a complete case,and apply it to teaching to verify and obtain feedback.The last part of the article is a summary,which is a review and summary of this study,summarizing the shortcomings of the article and proposing future prospects.