随着2017版新课标的出台，思想政治学科核心素养成为新课改的培养目标与评价方向，作为新课改实施的重点。政治认同作为高中思想政治学科核心素养四项要素之一，是在思想政治课立德树人总目标背景下对学生素质培养提出的分类要求，是新课改的首要目标。从目前研究政治认同培育的相关文献来看，大部分研究者们从各个教学环节，如教学目标、教学策略、教学方法和教学评价等不同角度探讨政治认同的培育落实，虽然有一定的针对性，但碎片化的倾向比较明显。其缺点在于没有把各个教学环节有机整合为系统性、可操作性的政治认同培育路径，这种相对分裂的拼凑式教学模式不能有效地指导一线教师教学实践，也无法较好达成高中生政治认同培育。

这种情况在问卷调查数据当中得到了印证：总体来说，当下高中生政治认同培育现状不容乐观。经过两年思想政治课培育的高二学生，政治认同素养水平虽有所上升，达到了《普通高中思想政治课程标准》所规定的学业质量水平二的合格要求，但他们素养提升幅度有限。同时，存在“高中生对个别重要认同对象呈现较低的认同感”、“高中生缺乏提高自我政治认同素养的主动性”、“高中生对政治认同的认识存在错误的价值取向”和“高中生政治认同在课堂培育具有低效性”等政治认同培育问题。产生这些现象的原因在于：注重知识目标，忽视素养目标；注重教材内容，忽略培育主题；注重灌输教学，缺乏主动认同；注重知识评价，缺少多元评价。

这些问题对思想政治中高中生政治认同传统培育路径提出了严峻的挑战，同时也是思考和探究思想政治课中高中生政治认同新培育路径的起点。探求高中生政治培育的新路径，首先应从两个方面着手：一方面要对政治认同的相关概念进行准确界定，并进一步理清高中生政治认同心理形成机制，即：（进行）深刻的政治认知—（激发）深厚的政治情感—（形成）坚定的政治态度—（树立）虔诚的政治信仰。另一方面需要从教学目标、教学内容、教学原则和评价方式等多个维度来发挥思想政治课对高中生政治认同成体系、多方面、有针对性的培育作用。

在此基础上，通过《政府：国家行政机关》这一框题在思想政治课中的具体教学实践，有效检验了高中生政治认同新培育路径在思政课堂教学中的契合度和适用度。最终得出实施思想政治课中高中生政治认同培育新路径：第一，在教学目标方面，要整合三维目标，细化素养目标；第二，在教学内容方面，要重构教材内容，拓展时政素材；第三，在教学方面，要立足以生为本，坚持以学定教；第四，在教学评价方面，要转变评价方式，倡导多元评价。

With the introduction of the new curriculum standards of the 2017 edition, the core quality of ideological and political discipline has become the training goal and evaluation direction of the new curriculum reform, and also the focus of the implementation of the new curriculum reform. Political identity, as one of the four elements of the core quality of high school ideological and political discipline, is the classification requirement for the cultivation of students' quality under the background of the general goal of moral cultivation in ideological and political course, and it is the primary goal in the new curriculum reform. From the current literature on the cultivation of political identity, most researchers discuss the implementation of political identity from various aspects of teaching, such as teaching objectives, teaching strategies, teaching methods and teaching evaluation. Although it has certain pertinence, the tendency of fragmentation is obvious. Its shortcoming is that each teaching link is not organically integrated into a systematic cultivation path of political identity. This relatively fragmented patchwork teaching mode cannot effectively guide the teaching practice of front-line teachers, nor can it better achieve the cultivation of political identity of high school students.

This situation is confirmed in the questionnaire data: generally speaking, the current situation of cultivating political identity of high school students is not optimistic. After two years of ideological and political course cultivation, the political identity literacy level of the sophomore students has increased to meet the academic quality level ii qualification requirements stipulated in the "Ordinary Senior High School Ideological and Political Course Standards", but their literacy improvement is limited. At the same time, the existence of high school students to specific important identity objects appear low identity ", "high school students lack of initiative improved their accomplishment of political identity", "high school students understanding of political identification errors in the value orientation of" and "high school students in the classroom to cultivate political identity with inefficiency" political identity, such as cultivating problem. The reasons for these phenomena lie in: paying attention to the goal of knowledge while neglecting the goal of literacy;Pay attention to the content of the textbook and neglect the cultivation theme;Pay attention to inculcation teaching, lack of active identification;Pay attention to knowledge evaluation, lack of multiple evaluation.

These problems pose a severe challenge to the traditional cultivation path of political identity for high school students in ideological and political courses, and are also the starting point of thinking and exploring the new cultivation path of political identity for high school students in ideological and political courses. To explore the new path of political cultivation for high school students, we should start from two aspects: On the one hand, the relevant concepts of political identity should be accurately defined and the psychological formation mechanism of political identity of high school students should be further clarified, that is, (profound) political cognition -- (inspire) profound political emotion -- (form) firm political attitude -- (establish) devout political belief. On the other hand, it is necessary to give full play to the role of ideological and political lessons in the systematic, multi-faceted and targeted cultivation of high school students' political identity from multiple dimensions such as teaching objectives, teaching content, teaching principles and evaluation methods.

On this basis, through the frame of "Government: State Administrative organs" in the ideological and political lesson specific teaching practice, the effective test of high school students' political identity of the new cultivation path in ideological and political classroom teaching fit and applicability. Finally, a new approach to cultivate political identity of senior high school students in ideological and political courses is proposed. First, in terms of teaching objectives, three-dimensional objectives should be integrated and literacy objectives should be refined.Secondly, in terms of teaching content, we should reconstruct the textbook content and expand the current political materials.Thirdly, in teaching, students should be based on, adhere to the learning-based teaching;Fourth, in the aspect of teaching evaluation, we should change the evaluation method and advocate multiple evaluation.