| With the deepening of the new curriculum reform,core literacy has become a hot field of scholars’ research.High school ideological and political teaching based on core literacy is the key trend of the next teaching reform.The new curriculum standard of senior high school ideological and political course issued in 2017 clearly points out that the core quality of senior high school ideological and political course covers four aspects: political identity and public participation.Public participation,as its key component,can help lead teaching practice by analyzing the current situation of public participation.As the hope and future of the country,the training of high school students’ public participation literacy is the key topic of high school ideological and political course.On the premise of analyzing the theory of public participation literacy and the current status of related research,this paper uses the literature method,survey method and interview method to analyze the current situation of public participation literacy cultivation,analyzes the problems and reasons existing in the cultivation of public participation literacy of high school students,and formulates novel and implementable countermeasures.In addition to the introduction,this paper also includes the following four parts:The first part is a theoretical overview of cultivating students’ public participation literacy in high school ideological and political courses.This part firstly clarifies the relevant concepts based on the definition and interpretation of public participation literacy in the literature.Secondly,the relevant theoretical basis is described;finally,the significance of cultivating students’ public participation literacy is outlined.The second part is the current situation of cultivating students’ public participation literacy in ideological and political courses in senior high schools.First,use questionnaires and interviews to understand the current situation of cultivating students’ public participation literacy in high school ideological and political courses,and further analyze the existing problems.The problems are mainly reflected in the lack of subjectivity of students’ classroom participation and teachers’ lack of attention to the cultivation of students’ public participation literacy.,The relevant content of teaching materials is not enough,and the teaching method is single.The third part analyzes the restrictive factors of cultivating students’ public participation literacy in ideological and political courses in senior high schools.The reasons for the problem are analyzed from the aspects of classroom organization ignoring students’ subject status,lack of relevant assessment and evaluation for the cultivation of teachers’ public participation quality,restricted by traditional classroom teaching mode,and one-sided teaching evaluation.The fourth part is the research on the countermeasures of cultivating students’ public participation literacy in ideological and political courses in senior high schools.On the premise of analyzing the influencing factors,the countermeasures for cultivating students’ public participation literacy are formulated based on the teaching level.First of all,pay attention to the main body of students.In teaching,students’ interest should be stimulated first,and then public participation activities should be enriched.Second,improve public participation in classroom teaching.Optimize the teaching objectives of public participation before class,use issue-based teaching skillfully in class,and improve the design of public participation assignments after class.Third,improve the teacher assessment and training mechanism.On the one hand,it is necessary to clarify the content of the assessment,and on the other hand,it is necessary to pay attention to the training of teachers.Finally,enrich the public participation quality evaluation system.To achieve the diversification of evaluation subject,evaluation content,and evaluation methods. |
