A Study On The Application Of Online Public Opinion Resources In Cultivating Core Literacy In High School Ideological And Political Science Subjects

High school students who are currently active in the Internet are not only influenced by their ideology but also by the trend of Internet public opinion through their speech and other means.Therefore,public opinion guidance and good Internet participation literacy need the platform of high school ideology and politics class to play a role.Secondly,online public opinion reflects typical issues in social life,which helps high school students to contact and understand society and provides valuable resources for cultivating students’ subject core literacy in teaching high school ideology and politics classes.Only a few relevant studies have been conducted and they are about the innovation of high school ideological and political education in the context of online public opinion.In this paper,we will explore the application of online public opinion resources in cultivating core literacy in the subject of high school ideology and politics from a specific perspective.In the first and second parts of this paper,the connotation of online public opinion and core literacy of high school ideology and politics is introduced.Online public opinion is the sum of various reactions and subsequent influences of the general public containing certain socio-political attitudes,which is distinguished from public opinion and has the characteristics of typicality,ambiguity and conflict,and involves many fields such as politics,economy and culture in terms of content,and has two types of positive and negative effects.The core literacy of high school ideology and politics has four levels in terms of cultivation content and can be designed in terms of four issue-based teaching elements:issue,context,activity and task.Secondly,the logical connection between online public opinion resources and the cultivation of core literacy in high school ideology and politics is pointed out.Online public opinion resources are conducive to the selection of leading topics,the creation of explorable contexts,the organization of open activities and the setting of discursive tasks in high school ideology and politics classes,so as to cultivate students’ core literacy in the subject.The third part of this paper is based on the survey of "the application of online public opinion resources in cultivating core literacy in senior high school ideology and politics",in order to find out the current effectiveness through the feedback of senior high school ideology and politics teachers and students,and analyze the problems and reasons of using online public opinion resources in cultivating core literacy in the subject.Specifically,there are four main problems,namely,the ambiguous goal of using online public opinion resources,the superficial processing effect,the simplicity of the presentation method,and the poor application testing effect.The third is the limitation of school education philosophy and practice.The fourth part of this paper proposes countermeasures to the problem from the teachers’ perspective.First,teachers should update their educational concepts and knowledge reserves,enhance political awareness in continuous learning,and deepen their subject understanding.From the perspective of the content of cultivating core literacy in ideology and politics,teachers of Civics and Political Science should explore the elements in online public opinion that are conducive to cultivating core literacy in the discipline and select content that reflects and accommodates disciplinary knowledge in online public opinion.From the perspective of the cultivation requirements of core literacy in ideology and politics,the selection of teaching topics should focus on the unity of theory integration and life concerns,and the unity of leadership and openness;the creation of teaching situations should combine authenticity and virtualness,interest and complexity,and endogenousness and extensiveness;the design of teaching activities should insist on diversity and comprehensiveness in thinking activities,and insist on the combination of before and after class in social practice activities;and the setting of teaching tasks should insist on the combination of the core literacy in the core literacy of ideology and politics.The design of teaching activities should insist on the combination of diversity and comprehensiveness in thinking activities and before and after class in social practice activities;the setting of teaching tasks should be sequential in thinking tasks and specific in practice tasks.