| In 2014,the “Opinions on Fully Deepening Curriculum Reform and Implementing the Fundamental Task of Moral Education and Talent Cultivation” officially incorporated the cultivation of core literacy into educational reform,opening a new chapter in which core literacy leads subject teaching reform.In 2016,the Ministry of Education issued “Core Literacy for Chinese Students,”which provided a clear definition and explanation of core literacy.At the end of 2017,the “National Standards for High School Ideological and Political Courses” summarized the core literacy of the ideological and political subjects as “political identity,”“scientific spirit,”“awareness of the rule of law,” and “public participation.”This article is based on the cultivation of core competencies in public participation,with theoretical support from Marx’s theory of comprehensive human development,Tao Xingzhi’s“life is education” concept,constructivism theory and Scientific management theory.The study utilized methods such as literature research,questionnaire survey,teacher-student interviews,and classroom observation to investigate the cultivation of core competencies in public participation among high school students.The study found that there are problems with weak awareness of public participation,lack of knowledge,limited abilities,and insufficient practical experience in public participation among high school students.The article explores the reasons for the weak cultivation of core competencies in public participation among high school students from four aspects: teaching concepts,teaching content,teaching methods,and teaching evaluation,in order to prepare for the final exploration of feasible cultivation paths.Based on the existing teaching framework and campus resources,a targeted path for cultivating students’ core competencies in public participation is proposed,mainly from the following aspects: changing teaching concepts and improving teaching goals;utilizing textbooks effectively,enriching teaching content;diversifying teaching methods,enriching teaching forms,and enhancing teaching vitality;rationalizing and improving the teaching evaluation mechanism to promote a change in teaching concepts;and building a platform for public participation practice to enhance public participation abilities. |
