Research On The Design Of Ideological And Political Teaching In Senior High Schools To Cultivate Public Participation

Since the core qualities of the ideological and political disciplines have been proposed,the cultivation of core qualities of the disciplines has become a hot topic in ideological and political courses and teaching research in middle schools.Public participation,as the final behavioral expression of political identity,scientific spirit,and rule of law awareness,plays an irreplaceable role in the implementation of other literacy cultivation,training students' sense of responsibility and behavioral responsibility.High school ideological and political teaching design,as a key factor influencing ideological and political class teachers 'classroom teaching behavior,plays an important role in fostering students' public participation and other qualities.This article explores the current status of teaching design on public participation literacy cultivation through investigations and case analysis.In the new textbook content compiled by the Joint Department,it proposes targeted solutions to the existing problems of public participation literacy cultivation in teaching design.The method aims to provide a reference for improving the effectiveness of public participation literacy cultivation in instructional design.This article is divided into three parts except for quotation.The first part is an overview of the teaching design of public participation in literacy cultivation.On the one hand,it cuts in from the perspective of "public participation literacy",discusses the source of public participation literacy,and interprets the specific connotation and curriculum objectives of public participation literacy in conjunction with the new curriculum standards;From the perspective of "design",combining the ideological and political curriculum and teaching theory inmiddle schools,the specific connotation and function of ideological and political teaching design in high schools are demonstrated.The second part is about the status quo of the teaching design of public participation literacy cultivation.Through questionnaire survey and case analysis,it revealed the main problems in current public education literacy cultivation in teaching design.There is insufficient targeting of teaching goals,situation creation ignores the status of public participation literacy of students,the depth of teaching content selection is insufficient,and public participation literacy evaluation The scientific nature is not enough;and the source of the problem is demonstrated from the perspectives of ideological and political teachers ' insufficient theoretical research on public participation literacy,insufficient front-end analysis of instructional design,and strong constraints imposed by the current educational evaluation model.The third part is to study the countermeasures of teaching design to optimize and cultivate public participation literacy.Combining the problems of public participation literacy cultivation in teaching design,the solutions are demonstrated from four aspects: First,in the design of teaching goals,the front-end analysis of teaching design should be based on students' actuality,and the public should be refined based on the implementation of goals Participation literacy expression;second,in the design of teaching content,it is necessary to dig deep into the content of cultivating public participation literacy in the teaching materials,and supplement auxiliary resources for public participation literacy cultivation as needed;third,in the design of the teaching process,it should be formulated to point to public participation The teaching process to achieve the accomplishment of literacy teaching goals,while scientifically designing learning activities toenhance students 'experience in the process of public participation;fourth,in the teaching and teaching evaluation design,it should combine the academic quality standards to construct public participation literacy evaluation indicators and improve the teaching evaluation method.,Highlighting process and development evaluation.