Research On The Role Of Situational Teaching Of Ideological And Political Course In The Cultivation Of Public Participation Literacy Of Senior High School Students

On March 18,2019,General Secretary Xi attended the forum for teachers of Ideological and Political Theory courses,and he emphasized that we are committed to fostering constructors and successors of socialism cause.This requires that students should focus on both personal and social development,that is to say,students should pay more attention to social development when improving personal accomplishments.And that means a higher standard for students’ social responsibilities and public participation qualities.As a pivotal course for nurturing students in high school,ideological political lessons should be targeted at improving students’ public participation qualities.Therefore,we still need to study further about how to achieve this in ideological political lessons in high school.This study adopts situational teaching,the most common teaching method in ideological political courses,so as to study whether ideological political lessons can help to cultivate students’public participation qualities.With regard to situational teaching in senior high school politics,this study first studies the specific information about situational teaching and then analyses the characteristics of this subject,finally gives a definition and does some discussions about it.This study proposes that situational teaching in ideological political lessons in high school requires teachers to combine the situations with academic characteristics.Specifically,based on teaching goals and textbooks,teachers should create the teaching situations in terms of social life and students’ real life,thus stimulating their emotional and mental activities as well as cultivating their academic accomplishments.In regard to public participation qualities of high school students,the author divides it into four aspects according to personal intentions in a logical manner(want to/can/will participate):public participation awareness,public participation approaches,public participation knowledge and public participation abilities.Public participation qualities are formed in the interaction of these four factors.This study mainly discusses three questions.First,how many functions does it have.As mentioned before,situational teaching can help to raise public participation awareness,offer public participation ways,enrich public participation knowledge and improve public participation abilities.Second,what are the limitations during its implementation.Based on some references and teaching practices,the author analyses the following primary factors,including teacher’s comprehension and design of situational teaching,student’s active participation,the relationships between situations and teaching goals,the relationships between textbooks and students,and the implementation and innovation of situations.Third,how to make good use of situational teaching.Based on the above factors,the author proposes four suggestions:improve teachers’ situational teaching skills,adjust students’ participation conditions,make effective use of situations and create situations in a scientific way.In a word,this study aims to grasp three key words to start discussion,including situational teaching in ideological political lessons,public participation qualities of high school students and functions,in order to provide theoretical references for school to construct the training system of high school students’ public participation qualities.