Research On The Cultivation Of Students’ Public Participation Literacy In The Ideological And Political Course In Senior High Schools

Public Participation Literacy is proposed in the high school ideology and politics curriculum standards and is included as one of the cultivation objectives of the ideology and politics curriculum,as an essential literacy for high school students to integrate into social life.With the development of the times,modern society has put forward higher requirements for the quality of citizens,and has also put forward new requirements for the development of education in China.The important purpose of education is to cultivate every educated person into a person with a sense of social responsibility and certain qualities of public participation.Since the 18 th Party Congress,China has continued to promote the modernisation of the national governance system and governance capacity,and the active participation of citizens in social life is an important manifestation of our improved governance capacity.As the future builders of society,high school students should start now and continue to improve their public participation literacy in their studies.As a moral education course,secondary school ideology and politics classes are obliged to take up the important task of nurturing the new generation of China.This study analyses the current situation of students’ public participation literacy in high school ideology and politics classes through questionnaire surveys and interviews.The survey found that the following problems exist in the cultivation of students’ public participation literacy in high school ideology and politics classes: some teachers and students do not have a clear understanding of the importance of Public Participation Literacy,which is reflected in teachers’ emphasis on marks rather than literacy in classroom teaching design,teaching content rather than knowledge rather than ability,teaching process rather than participation,and teaching evaluation rather than behavioural performance in paper-and-pencil tests.In terms of the reasons for this,there are several points: teachers and students are utilitarian in their teaching values and are influenced by the thinking of exam-oriented education;teachers’ "exam-oriented" education philosophy makes the classroom teaching mode solidified,focusing on the inculcation of knowledge and neglecting the cultivation of students’ abilities,putting students in a passive learning position and restricting public participation.In terms of teaching evaluation,the focus is on knowledge,which leads to a single-minded approach to evaluation,with pen-and-paper tests being the main form of examination and the evaluation of students’ behaviour being neglected;students lack initiative in the learning process,and both teachers and students lack a conscious approach to the development of public participation literacy.Acceptance of learning and rote memorisation as the main way of learning politics in high school directly affects the effective use of public participation resources in teaching materials.In order to make full use of the high school ideology and politics classroom to develop Public Participation Literacy,the following suggestions are made based on an understanding of the dilemmas teachers face in developing Public Participation Literacy in their students: teachers,as the dominant actors in the ideology and politics classroom,must change their mindset.At the same time,in accordance with the requirements of the ideological and political science curriculum reform,teachers must change their mindset when educating students.Teachers should take the initiative to build an activity-based classroom,create situations close to students’ lives and encourage them to participate in exploratory activities.They should enhance their own sense of subjectivity,improve their learning styles,and participate more in cooperative and inquiry learning.