Research On The Cultivation Of Senior High School Students’ Political Identity Literacy By Discriminative Teaching In High School Ideological And Political Courses

As the first of the four core competencies of high school ideological and political disciplines,political identity literacy is a concentrated embodiment of the essence of ideological and political courses,and has an important impact on students’ growth direction and the establishment of ideals and beliefs.However,in teaching practice,due to the abstraction of literacy itself,the limitations of traditional teaching methods,and the immaturity of students’ body and mind,how to further improve the political identity literacy level of high school students has become a common problem faced by teachers of ideological and political courses.In the chapter of curriculum teaching and evaluation,the "Ordinary High School Ideological and Political Curriculum Standards(revised in 2017 and 2020)" proposes that teachers should strengthen discrimination,choose a positive value-led learning path,specifically to guide students to improve their understanding in case analysis,deepen emotional experience in value conflict,make correct choices in comparative reflection,and broaden their horizons in discrimination activities,so as to lead students to identify with and firmly believe in the core socialist values.Based on this,teachers can try to use discriminative teaching to cultivate students’ political identity literacy.Subject knowledge is the foundation,political identity is the goal,and discriminative learning is the method.the author uses online and offline resources,combined with educational internship opportunities,to study the application of discriminative teaching in the cultivation of political identity literacy in high school ideological and political courses.The text is divided into three parts.The first part mainly expounds the definition of relevant concepts and theoretical basis.This part mainly expounds the two core concepts of "discriminative teaching" and "political identity literacy" researched in this thesis,clarifies the relationship between the two,and analyzes and summarizes the theoretical basis for using discriminative pedagogy to cultivate high school students’ political identity literacy.The second part investigates the current situation of applying discriminative teaching to cultivate students’ political identity literacy in high school ideological and political courses.Through questionnaires distributed to students of a high school in Xiamen and in-depth interviews with teachers,it is found that there are three main problems in the current application of discriminative teaching in the cultivation of political identity literacy in high school ideological and political courses.First,the enthusiasm of some teachers to carry out discriminative teaching is low.Second,the efficiency of some discrimination activities is low.Third,the evaluation of the results of some discrimination activities lacks pertinence.The reasons behind this include that some teachers’ understanding of discriminative teaching needs to be deepened,the ability to carry out discriminative teaching needs to be strengthened,and the evaluation system of discriminating results needs to be further improved.The third part is mainly about how to do.In view of the problems and reasons summarized above,this part aims at the cultivation of political identity literacy,takes the development of discriminative teaching as the main line,closely relies on the four basic links of the establishment of discriminating themes,the creation of discriminating situations,the development of discriminating activities and the evaluation of the results of discrimination activities,and summarizes and extracts the application strategies of discriminative teaching in cultivating political identity literacy in high school ideological and political courses.