随着全球化的深入发展，高中生需要更全面的国际视野和批判性思维，而模拟联合国正是实现这一目标的有效途径。同时，此类活动也与当前高中政治课程的改革内容相吻合，强调学生的主体性和能动性，有助于提升学生的政治核心素养。

本研究以高中生的政治核心素养的培养为核心，通过梳理政治学科核心素养的相关概念和改革现状，分析模拟联合国在中学的发展状况及其特点，探讨其与政治学科核心素养的关联性。论文还详细描述了使用模拟联合国培养学生政治学科核心素养的实施途径。此外，研究还对模拟联合国在政治课堂上的运用、活动的开展机制和其横向与纵向的深度发展进行了探讨。

本研究认为，模拟联合国活动对于高中生政治学科核心素养的培养具有显著的效果。模拟联合国活动能提高学生的政治认同，培养他们的科学精神，提升公共参与能力和法治意识。为了充分发挥模拟联合国活动的优势，需要明确各主体的职责，充分利用模拟联合国活动的多元资源，以及创新和完善模拟联合国的运作体制。在未来的教学实践中，本研究期待看到更多的创新和突破，使模拟联合国活动能够更好地服务于高中生的政治核心素养的培养。

With the deepening development of globalization， high school students need a more comprehensive international perspective and critical thinking， and simulating the United Nations is an effective way to achieve this goal. At the same time， such activities are also in line with the current reform content of high school political courses， emphasizing students' subjectivity and initiative， which helps to enhance students' core political literacy.

This study focuses on the cultivation of core political literacy among high school students. By reviewing the relevant concepts and reform status of core political literacy， it analyzes and simulates the development status and characteristics of the United Nations in secondary schools， and explores its correlation with core political literacy. The paper also provides a detailed description of the implementation approach of using the simulated United Nations to cultivate students' core political literacy. In addition， the study also explored the application of the simulated United Nations in political classrooms， the mechanism for conducting activities， and its horizontal and vertical in-depth development.

This study suggests that simulating United Nations activities has a significant effect on cultivating the core competencies of high school students in the field of politics. Simulating United Nations activities can enhance students' political identity， cultivate their scientific spirit， enhance their public participation ability， and enhance their awareness of the rule of law. In order to fully leverage the advantages of simulated United Nations activities， it is necessary to clarify the responsibilities of each subject， fully utilize the diverse resources of simulated United Nations activities， and innovate and improve the operational system of the simulated United Nations. In future teaching practices， this study looks forward to seeing more innovation and breakthroughs， so that simulated United Nations activities can better serve the cultivation of political core competencies among high school students.