| With the modernization of the national governance system and capacity,the ability of citizens to participate in social and public affairs is becoming increasingly important.The curriculum standards revised in 2020 include public participation literacy as one of the four core qualities of the ideological and political discipline in high schools.As the future builders of the country,high school students are in the "jointing and booting stage" of their lives,and it is particularly urgent to cultivate them to grow into a new generation with a spirit of public participation and a sense of social responsibility.The activity based classroom of ideological and political courses in senior high schools can enable students to experience emotions,participate in roles,solve problems,and deepen their understanding of society.It is an effective way to cultivate senior high school students’ public participation literacy.This article focuses on the topic of "cultivating students’ public participation literacy in high school ideological and political activity class",and combs the connotation,cultivation content,and main content of high school ideological and political activity class.In addition,this article specifically discusses the necessity and feasibility of cultivating students’ public participation literacy in activity based classrooms,providing a theoretical basis for the research on cultivating students’ public participation literacy in high school ideological and political activity based classrooms.Through questionnaires and interviews,this study found that students’ public participation literacy still needs to be improved,and it is necessary to use activity based classrooms to improve high school students’ public participation literacy.However,there are still four problems in cultivating students’ public participation literacy in high school ideological and political activity based classrooms.Respectively,teachers’ knowledge mining of public participation is not deep enough;The design of public participation activities in the classroom lacks depth;The teaching process lacks practical experience of public participation;The teaching evaluation of public participation literacy is relatively single.To investigate the reasons,this article expounds them from four dimensions:exam-oriented education,school,teacher,and evaluation mechanism.Based on the existing problems and their causes,this article proposes countermeasures from four aspects: teaching content,activity design,practical activities,and teaching evaluation.It mainly includes enriching classroom teaching content and consolidating public participation knowledge;Improve the level of activity design and cultivate the spirit of public participation;Carry out various practical activities to improve public participation capacity;Optimize classroom teaching evaluation and enhance public participation motivation.By consolidating public participation knowledge,cultivating public participation spirit,improving public participation ability,and enhancing public participation motivation,we can cultivate students’ public participation literacy. |
