核心素养视域下高中思想政治课议题式教学的优化策略研究

Research on the Optimization Strategy of Issue-Based Teaching of Ideological and Political Courses in High Schools from the Vision of Core Competencies

摘要: 在核心素养背景下，议题式教学被视为落实活动型学科课程的关键路径。然而，当前在高中思想政治课议题式教学的实施中，仍存在议题设计偏离学科核心素养目标、情境创设脱离学生生活经验、议学活动设计趋于简单化、议学评价滞后于教学实践等问题。这导致学生的学习深度受限，学科核心素养难以有效达成。鉴于此，本文立足教学实践，探索议题式教学的优化策略：通过构建素养导向的层级化议题体系，使学生议有深度；创设立足学生经验的真实情境，使学生议有共鸣；设计逻辑递进的序列化议学活动，促进学生高阶认知能力的发展；实施贯穿全程的多元化议学评价，推动“教–学–评”有机衔接。以此引导学生实现深度学习，切实提升其思想政治学科核心素养。

Abstract: In the context of core competencies, issue-based teaching is regarded as a key pathway for implementing activity-based subject curricula. However, in the current implementation of issue-based teaching in high school ideological and political courses, problems persist, such as the design of issues deviating from the objectives of core competencies, the creation of contexts being detached from students’ real-life experiences, the design of discussion activities tending toward oversimplification, and the evaluation of discussion-based learning lagging behind instructional practice. These issues constrain the depth of students’ learning and hinder the effective attainment of core competencies. In light of this, this paper explores strategies for optimizing issue-based teaching grounded in instructional practice: by constructing a tiered system of issues oriented toward competencies, enabling students to engage in meaningful discussions; by creating authentic contexts rooted in students’ experiences, fostering resonance in their discussions; by designing logically progressive, sequenced discussion activities, promoting the development of students’ higher-order cognitive abilities; and by implementing diversified evaluation throughout the entire instructional process, facilitating the organic integration of “teaching, learning, and evaluation”. These strategies aim to guide students toward deeper learning and effectively enhance their core competencies in ideological and political education.