为全面贯彻党的教育方针，落实立德树人的根本任务，国家教育部于2018年初颁布了新修订的《普通高中课程方案和语文等学科课程标准（2017年版）》，明确提出在原有三维目标的基础上进一步培养各学科核心素养。高中思想政治学科核心素养被凝练为政治认同、科学精神、法治意识和公共参与。其中，政治认同，作为思想政治学科的首要核心素养，是高中思想政治课程德育性质的综合体现，直接关系到学生能否树立正确的理想信念以及未来的成长方向，在整个思想政治学科核心素养体系中起着尤为关键的作用。因而，如何实现学生政治认同素养的落地，是作为一线教师的笔者亟需思考并迫切解决的问题。本文基于高中政治认同素养相关理论，综合目前思想政治学科政治认同素养培育的实际问题，结合新课改研究成果和教学实践，尝试构建培育高中生政治认同素养的教学策略。文章分为以下四个章节进行研究。

第一章是绪论，本章节主要介绍了研究背景、研究现状、研究意义、研究方法等。阐释了研究高中生政治认同素养的缘由，整理了目前与政治认同素养相关的文献资料，并确定本研究的主题。

第二章为高中生政治认同素养概述。立足高中思想政治课核心素养教育教学要求，对政治认同素养的相关概念进行界定，明确学生政治认同素养培育的基本内涵和相关内容。

第三章是对高中生政治认同及其培育现状的调查。以笔者从教的海南省J中为研究对象，主要采用问卷调查、访谈、课堂观察以及教学反思等方法，对高中生政治认同素养的现实状况进行调查，了解目前我国高中政治认同素养培育的实际情况。

第四章为培育高中生政治认同素养的教学策略构建。依据《普通高中思想政治课程标准（2017年版）》的最新成果以及政治学科前沿研究，从教学目标的细化、教学内容的整合、教学方法的活用、教学评价的实施等四个层面形成相应的教学策略，以提高高中生的政治认同素养。

At the beginning of 2018, the Ministry of Education issued the newly revised curriculum plan for ordinary senior high schools and curriculum standards for Chinese and other subjects (2017 edition), aiming to achieve the general goal of cultivating students with morality, learn from the spirit of the 19th national congress of the CPC, and put the party's education policy into practice. According to the requirements of the above standards, public participation, rule of law, scientific spirit and political identity are the core qualities of high school ideological and political subjects, which are officially included in the new curriculum standards of high school ideological and political subjects. Among them, the most important core quality is political identity, which is directly related to whether students can establish correct ideals and beliefs and the future direction of students' growth. It is the comprehensive embodiment of high school ideological and political courses and has a very important impact on the core quality system of ideological and political science. Therefore, the first question for front-line teachers to consider is how to improve students' political identity literacy, that is, how to correctly guide students to form a correct political identity literacy. Based on the basic theory of high school political identity literacy, this study synthesizes the current practical problems of domestic ideological and political disciplines and proposes corresponding teaching strategies. Therefore, this study is mainly divided into five chapters.

The first chapter is the introduction. This chapter mainly introduces the research methods, significance, status quo and background. This paper systematically and comprehensively introduces the significance of the study on high school students' political identity literacy, sorts out the current literature and literature on political identity literacy, and determines the theme of this study.

The second chapter is an overview of high school students' political identity literacy. When defining political identity accomplishment, this study determined the essence and content of political identity accomplishment in senior high school based on the current standards of core accomplishment teaching of political ideology and politics.

The third chapter is a survey on the status quo of high school students' political identity and cultivation. The research object selected in this paper is J in Hainan province. By means of teaching reflection, classroom observation, interview and questionnaire survey, the author investigates the current status of high school political identity literacy in order to understand the current situation of high school political identity literacy education in China.

The fourth chapter is based on the high school ideological and political teaching standards to build the corresponding teaching strategies to improve the political identity literacy of high school students. This study to the "ordinary high school ideological and political course standards (2017 edition)" research results, combined with the basic theory and the teaching of high school political identity literacy training related issues, from the teaching evaluation and selection to determine the teaching objective, teaching content, teaching method from the four aspects form the corresponding teaching strategies, in order to improve the political identity of senior high school student literacy.