随着社会经济的发展，公民逐渐有参与社会、表达利益需求的意愿，同时学生德育的 重视程度加深，高中思政课的地位得到强化，为推进学生的全面可持续发展，高中思政课 转变教学目标，提出要重视学生公共参与素养的培育。公共参与素养是高中思想政治学科 核心素养之一，是指公民积极有序参与社会事务，主动维护公共利益的意志和能力，培育 高中生公共参与素养对于新时代社会主义民主与法治建设，思政学科理论性、思想性和实 践性建设以及高中生认知、意识、能力与实践发展都有着不可忽视的价值。

首先，本论文梳理了国内外关于公共参与素养培育的研究，对公共参与素养培育的途 径、问题、问题成因等方面进行梳理和综合，分析公共参与内涵、思政学科核心素养的内 涵、高中思想政治课公共参与素养的内涵、内容以及高中思政课培育学生公共参与素养的 价值和关键要素。其次，为了解目前高中思政课培育学生公共参与素养的具体状况，本论 文从思想政治课的教学目标、教学内容、教学实施、作业设置以及教学评价五方面入手展 开实践调查，发现了当前实习学校高中生公共参与素养培育的问题：在教学目标上公共参 与素养培育导向不强、教学内容上还缺乏对公共参与知识的挖掘、在教学实施中师生互动 不足、作业设置上实践作业不够、教学评价上对学生公共参与行为的调控作用不显的问题， 这些问题导致当前高中生公共参与素养的培育收效甚微，针对当前发现的公共参与素养培 育问题，本文分析了问题产生的原因：受传统文化中消极因素如“学而优则仕”思想以及 高考指挥棒的影响，教学目标功利化，忽视人的可持续发展；教师忽视教材本身蕴含的丰 富公共参与内容，深挖意识不足以及面对分散、零散的资源，教师缺乏一定的深挖整合能 力，不能有效挖掘具备公共参与价值的内容；教学实施过程中教师以讲授法为主，教学方 法单一，学生主体地位不显，课堂缺乏趣味性、吸引力，加上学生本身对思政课兴趣不足， 认同感不高，导致课堂缺乏有效互动；在作业设置上主要是教师布置习题，忽视实践作业 对学生公共参与能力的培育具有巨大价值；在教学评价上未对学生的公共参与行为进行有 效反馈，学生缺乏对自身行为清晰的认识，难以据此调控行为。再次，为有效解决高中思 政课对学生公共参与素养培育的问题，本文结合课堂观察与运用情况，从思政教学设计的 五个方面提出了一些对应策略，促进公共参与素养的培育。最后，以《贯彻新发展理念》 一课为例，结合所提出的策略，设计教学，开展教学活动，收集课堂教学的反馈意见，分 析不足之处，从而提出改进建议。

With the development of social economy, citizens gradually have the willingness to participate in society and express their interest needs. At the same time, students pay more attention to moral education, and the status of high school ideological and political courses is strengthened. In order to promote the comprehensive and sustainable development of students, the teaching objectives of high school ideological and political courses are changed, and it is proposed to pay more attention to the cultivation of students' quality of public participation. Public participation literacy is one of the cultivation goals of the core literacy of ideological and political discipline in senior high school. It refers to the will and ability of citizens to participate in social affairs in an active and orderly way and take the initiative to safeguard public interests. Cultivating public participation literacy of senior high school students is vital to the construction of socialist democracy and rule of law in the new era. The theoretical, ideological and practical construction of ideological and political discipline as well as the development of high school students' cognition, consciousness, ability and practice all have the value that cannot be ignored.

First of all, this paper reviews the domestic and foreign researches on the cultivation of public participation in literacy, combing and synthesizing the ways, problems and causes of problems in the cultivation of public participation in literacy. This paper analyzes the connotation of public participation, the connotation of the core accomplishment of ideological and political discipline, the connotation and content of the public participation accomplishment of high school ideological and political class, and the value and key elements of cultivating students' public participation accomplishment in high school ideological and political class. Secondly, in order to understand the specific situation of cultivating students' public participation literacy in ideological and political courses in high school, this paper carries out a practical investigation from the teaching objectives, teaching content, teaching implementation, homework setting and teaching evaluation of ideological and political courses, and finds out the problems in the cultivation of high school students' public participation literacy in practice schools: In terms of teaching objectives, the cultivation of public participation literacy is not strong, the teaching content lacks of knowledge mining of public participation, the interaction between teachers and students in teaching implementation is insufficient, the practice of homework setting is not enough, and the regulation of students' public participation behavior in teaching evaluation is not obvious. These problems lead to the cultivation of public participation literacy of high school students has little effect. In view of the problems of public participation literacy cultivation, this paper analyzes the causes of the problems: influenced by negative factors in traditional culture, such as the idea of "learning and being excellent is to be official" and the baton of college entrance examination, the teaching objectives are utilitarian and the sustainable development of people is ignored; Teachers ignore the rich content of public participation contained in the teaching material itself, lack the consciousness of deep digging, and in the face of scattered and scattered resources, teachers lack a certain ability of deep digging and integration, and cannot effectively dig the content with the value of public participation. In the process of teaching implementation, teachers mainly focus on teaching method, teaching method is single, students' dominant position is not obvious, the classroom is not interesting and attractive, plus students' lack of interest in ideological and political courses, low sense of identity, resulting in the lack of effective interaction in the classroom. In homework setting, teachers mainly assign exercises, ignoring practice homework has great value to the cultivation of students' ability of public participation; In teaching evaluation, there is no effective feedback on students' public participation behavior, and students lack a clear understanding of their own behavior, so it is difficult to regulate their behavior accordingly. Thirdly, in order to effectively solve the problem of the cultivation of students' public participation literacy in high school ideological and political courses, this paper combined with the classroom observation and application, put forward some corresponding strategies from five aspects of ideological and political teaching design to promote the cultivation of public participation literacy. Finally, taking the moment of "Implementing the New Development Concept" as an example, combined with the proposed strategies, teaching design, teaching activities, collection of classroom teaching feedback, analysis of the shortcomings, to put forward suggestions for improvement.