Research On The Cultivation Of High School Students’ Public Participation Quality In Ideological And Political Course

With the unceasing advance of socialist modernization,our country pays more and more attention to the improvement of students’ comprehensive literacy.The New Curriculum Standards for Ideological and Political Disciplines of Senior High Schools revised in 2020 put forward four core qualities,namely political identity,scientific spirit,legal consciousness and public participation,according to the characteristics of the disciplines.Public participation,as the most practical link,is an important cornerstone for improving comprehensive literacy.High school ideological and political class as a special course of moral cultivation,to undertake the important task of cultivating new people.Therefore,it is of certain theoretical significance and practical value to conduct research on the cultivation of high school students’ public participation literacy based on ideological and political teaching.This paper is divided into the following four parts:Part one reviews theories on the development of students’ social participation skills in ideological and political education at the upper secondary level.This part sorts out the core elements of public participation,public participation literacy,and public participation literacy,and is an important statement on Xi Jinping’s ideological and political education,which explores theoretical foundations from a Marxist perspective to practice,and relevant theories of constructivism to further elaborate the necessity of cultivating public participation literacy among high school students.The second part is the analysis of the problems and causes of the cultivation of students’ public participation literacy in high school ideological and political courses.Questionnaire survey is adopted to understand the current situation of high school students’ public participation literacy.According to the survey results,the main problems in public participation literacy are: weak awareness of public participation,lack of public participation knowledge,and lack of public participation ability.At the same time,from the two perspectives of students themselves and teachers’ teaching,the attribution exploration is mainly summarized as follows: students’ weak subject consciousness,insufficient utilization and development of teaching resources,curriculum teaching emphasis on theory teaching and light practice experience.The third part is the optimization strategy of high school students’ public participation literacy cultivation.It mainly includes the following three points: First,optimize classroom teaching and cultivate students’ awareness of public participation.It includes: using case teaching to cultivate students’ collective consciousness;Create life teaching situation,guide students to follow the rules consciousness;Carry out simulation experience in class to establish a sense of ownership;Set the agenda and enhance the awareness of social responsibility.Second,dig deep teaching resources to enrich students’ knowledge of public participation.Specifically,it includes: focusing on the development and utilization of textbook resources,consolidating basic theoretical knowledge;Rational use of online teaching resources,get procedural knowledge.Third,organize practical activities to improve students’ ability of public participation.The main contents include: participating in public welfare activities,cultivating students’ ability to solve problems;Carry out social investigation to train students’ communication and cooperation ability;Organize public speeches to improve students’ ability of thinking and discrimination.The fourth part is a teaching design case of high school ideological and political course based on the cultivation of public participation literacy.Taking the module of "value judgment and value choice" as an example,the teaching design process oriented by core literacy is formed.