Research On Using Situational Teaching Methods To Cultivate Public Participation Literacy In High School Ideological And Political Course

With the arrival of the 21 st century,the country has strengthened its emphasis on quality education,striving to develop students’ core competencies,and making it a brand new goal to pursue.As the core literacy of the ideological and political discipline,public participation literacy has strong practicality.Cultivating public participation literacy is an important way to achieve the fundamental task of cultivating morality and cultivating people.The education community has gradually attached importance to the development of this core literacy.In terms of practical teaching of ideological and political courses,situational teaching method is one of the commonly used teaching methods and plays an important role in cultivating students’ public participation literacy.However,there are certain theoretical and practical problems in using situational teaching methods to cultivate students’ public participation literacy in high school ideological and political classrooms,which to some extent hinder the achievement of classroom teaching objectives.Taking practical and effective measures to solve the above problems is the most important part of the discussion and research in this paper.This paper is roughly divided into the following five parts:The first part is the introduction of the article.This article mainly introduces the research background,significance of topic selection,current research status at home and abroad,main research methods,and research innovation and shortcomings of using situational teaching method to cultivate public participation literacy in high school ideological and political courses.The second part is an overview of the research on using situational teaching methods to cultivate public participation literacy in high school ideological and political courses.This article elaborates on the connotations of public participation,public participation literacy,and situational teaching methods,and analyzes the theoretical basis for using situational teaching methods to cultivate public participation literacy in high school ideological and political courses.The third part analyzes the current situation of using situational teaching methods to cultivate public participation literacy in high school ideological and political courses.Analyze the results through questionnaire surveys,interviews,and data analysis.The fourth part describes the problems and reasons of using situational teaching method to cultivate public participation literacy in high school ideological and political courses.The existing problems mainly include the following three parts: some teachers lack the ability to use situational teaching methods,which deviates from the requirements of public participation literacy;Students do not attach importance to high school ideological and political courses,and their awareness of public participation is weak;School teaching evaluation places less emphasis on literacy and results,and cannot provide feedback on public participation literacy.The reason is that teachers have insufficient understanding of situational teaching methods,students are influenced by traditional learning concepts,and the school’s teaching evaluation system is not perfect.The fifth part proposes the strategy of using situational teaching method to cultivate public participation literacy in high school ideological and political courses.Based on the current problems,the following principles have been summarized: the principle of interest,the principle of scientificity,the principle of inspiration,and the principle of moral education.At the same time,we should strengthen the cultivation of public participation literacy from the following three aspects: firstly,to enhance teachers’ ability to use situational teaching methods,in line with the requirements of cultivating public participation literacy;The second is to break through students’ traditional cognition and expand their understanding of public participation literacy;The third is to improve the school evaluation system and promote the cultivation of public participation literacy.