Research On Cultivating Core Literacy Of Public Participation In High School Ideological And Political Active Class

After the reform of the new ideological and political curriculum in senior high school,ideological and political classrooms have broken the traditional classroom teaching mode of teaching by teachers and learning by students.At the same time,ideological and political classes pay more attention to the cultivation of students’ the core literacy of public participation.Because the ideological and political activity-oriented classroom in high school has the characteristics of both practicality and activity,this characteristic coincides with the requirement of the core literacy of public participation which cultivate students with the ability to actively practice and participate actively.This makes the activity-based classroom the best choice for cultivating the core literacy of students’ public participation,and has received extensive attention from high school political teachers.Therefore,it is reasonable and feasible to use the active classroom to cultivate the core literacy of public participation.This article will be divided into four parts to discuss and study the use of high school activity-based classrooms to cultivate the core literacy of public participation.The first part is the connotation and relationship between activity-oriented classroom in senior high schools and the core literacy of public participation.First,it explains the connotation and characteristics of the activity-oriented classroom in high school;secondly,it clarifies the content and training requirements for the core literacy of public participation;Finally,it discusses the relationship between high school ideological and political activity-oriented classrooms and cultivating the core literacy of public participation.The second part is the necessity and implementation principle of cultivating the core literacy of public participation in the activity-oriented classroom in senior high schools.The implementation principles of participating in core literacy are discussed,including the consistency of core literacy leadership and problem orientation,the combination of teacher leadership and students’ subjectivity,the integration of curriculum content and activity content,and the integration of theory and reality.These four principles of implementation.The third part is an analysis of the current situation of the implementation of the core literacy of public participation in the political activity-based classrooms in high schools.First,according to the results,it analyzes the specific situation of teachers of high school ideological and political courses implementing activity-based classrooms.The third part is an analysis of the current situation of the implementation of the core literacy of public participation in the activity-based classrooms.Secondly,based on the above survey results,from the perspectives of schools,ideological and political teachers and students,it analyzes some problems in the process of using ideological and political activity-based classrooms to cultivate the core literacy of public participation to provide reference for solving problems in the fourth part.The fourth part is to put forward the implementation strategy of cultivating the core literacy of public participation in the ideological and political activity-based classroom of senior high school.It mainly analyzes the implementation strategy from three links: before class,during class and after class.First of all,teachers of ideological and political courses should formulate a curriculum implementation plan with the goal of cultivating the core literacy of public participation before class;secondly,in the class,they mainly expounded the classroom teaching strategy based on the cultivation of the core literacy of public participation.Finally,after class,it is necessary to improve the classroom evaluation and reflection mechanism oriented to cultivate public participation literacy.Through the three-part evaluation guide,teachers of ideological and political courses can improve the activity-based classroom for the purpose of cultivating the core quality of public participation according to the correct evaluation.