新一轮的中学思想政治课课程改革，重点强调要加强中学生思想政治学科核心素养的培养，提出在教学实践中要切实落实好“政治认同、法治意识、科学精神和公共参与”四项学科核心素养的培养。在这四项核心素养之中，政治认同的培养是重中之重，因为它决定着学生成长的方向。因此，深入调查了解当前高中生政治认同的培养现状具有重要的现实意义。通过调查发现，当下的高中思想政治课教学在培养高中生政治认同方面，取得了一些积极的成效，如：大部分学生对思想政治课的基本知识掌握较好；对执政党及其中国特色社会主义理论、改革开放的政策、施政纲领认同程度较高，对国家、中华民族有强烈的归属感；对重大政治问题具有基本的是非辨别能力。与此同时，调查也发现了一些政治认同培养中存在的问题：高中生对政治课的学习兴趣受考试因素的影响较大；学生对重大政治经济事件和社会热点的是非判断容易受社会舆论和家庭的影响；部分学生政治信仰选择的坚定性不够，具有实用主义的倾向；在教师教学活动中，一些影响政治认同培养的重要因素容易被忽视。

针对上述高中学生政治认同的培养现状，本文尝试性地提出几条旨在改进高中政治课教学、提高政治认同培养成效的建议：第一，从抽象到具体的视角把握。教师要立于宏观角度，整体把握中学思想政治课的课程标准，找准切入点，微观体会具体评价指标，细化课标的规定，使每一层次的标准要求都能在课堂教学中一一对应体现出来。第二，从单一到多元的知识积累。在培养学生政治认同时教师需要立足于教材，夯实学生基础知识，培养学生基本技能。同时，培养方式要易于学生接受，教学材料不局限于教材所提供的素材，要紧紧贴近学生的实际生活展开材料分析的教学活动。第三，从个别到整体的情感培养。教师在拟定教学计划时要做到精细思考，既要有宏观的整体把握，又要在学情分析的基础上，有针对性地解决个别学生出现的特殊问题，在提升学生政治认同的问题上，争取做到“一个都不能少”。第四，从认知到驱动的行为养成。教师要准确把握现阶段学生的思维模式和价值观倾向，调动学生的认知兴趣，以认知刺激学生行为的发生，以参与活动加强学生对认知的实践，促成学生将政治认同转换为行动支持。

The new round of middle school ideological and political course reform emphasizes the need to strengthen the cultivation of the core literacy of middle school students' ideological and political disciplines, and proposes to implement the core of the four disciplines of "political identity, rule of law awareness, scientific spirit and public participation" in teaching practice. Cultivation of literacy. Among the four core literacy, the cultivation of political identity literacy is the top priority because it determines the direction of student growth. Therefore, it is of great practical significance to conduct an in-depth investigation to understand the current status of the cultivation of political identity literacy in high school students. Through investigations, it is found that the current high school ideological and political teaching has achieved some positive results in cultivating high school students' political identity literacy. For example, most students have a good grasp of the basic knowledge of ideological and political courses; The socialist theory, the policy of reform and opening up, and the program of governance have a high degree of recognition, and they have a strong sense of belonging to the state and the Chinese nation; they have basic discriminating power over major political issues. At the same time, the survey also found some problems in the cultivation of political identity literacy: high school students' interest in political classes is greatly influenced by the test factors; students' judgments on major political and economic events and social hotspots are easily subject to public opinion. The influence of family and family; the steadfastness of some students' political beliefs is not enough, and they have a tendency of pragmatism; in the teaching activities of teachers, some important factors affecting the cultivation of political identity literacy are easily overlooked.

In view of the current situation of the cultivation of political identity literacy of high school students, this paper tentatively proposes several suggestions aimed at improving the teaching of high school politics and improving the effectiveness of political identity literacy training. First, grasp from abstract to specific perspective. Teachers should be based on a macroscopic perspective, grasp the curriculum standards of middle school ideological and political courses as a whole, find the entry points, micro-examine the specific evaluation indicators, and refine the rules of the curriculum standards so that each level of standard requirements can be matched in the classroom teaching. Reflected. Second, the accumulation of knowledge from single to multiple. In cultivating students' political identity literacy, teachers need to be based on teaching materials, consolidate students' basic knowledge and cultivate students' basic skills. At the same time, the training method should be easy for students to accept. The teaching materials are not limited to the materials provided by the textbooks, and should be closely related to the students' actual life and the teaching activities of material analysis. Third, emotional training from individual to overall. Teachers should make meticulous thinking when formulating a teaching plan. They must have a macro overall understanding, and on the basis of the analysis of the situation, aim to solve the special problems that individual students have emerged, and improve the students' political identity literacy. And strive to achieve "one can not be less." Fourth, develop from cognitive to driven behavior. Teachers should accurately grasp the current students' thinking patterns and values tendencies, mobilize students' cognitive interests, stimulate students' behaviors by cognition, participate in activities to strengthen students' cognition practice, and enable students to convert political identity into action support.