活动型学科课程视角下思政课生活化情境创设的实践与思考

Practical Exploration and Reflection on the Creation of Life-Like Situations for Ideological and Political Education Courses from the Perspective of Activity-Based Subject Curriculum

摘要: 为落实《普通高中思想政治课程标准(2017年版2020年修订)》对活动型学科课程的建设要求，破解当前思政课情境创设脱离学生生活、流于形式、资源同质化等突出问题，增强思政课吸引力与育人实效性，本研究以活动型学科课程为理论视角，采用文献研究法与案例分析法，系统探讨思政课生活化情境创设的价值、困境与实践路径。研究阐明，生活化情境是连接理论知识与生活经验、承载活动型教学、培育思政核心素养的关键载体；当前思政课生活化情境创设存在内容疏离化、形式表演化、资源同质化三大现实困境，根源在于教师理念偏差、设计能力不足、评价导向制约与资源开发欠缺。据此，研究提出构建共情型、扎根型、议题型、体验型四类生活化情境的实践路径，并以“校园周边食品安全治理”为例开展完整教学案例设计与验证。结果表明，立足学生日常、乡土资源、社会热点与虚实融合场景创设生活化情境，可有效推动思政课“课程内容活动化、活动内容课程化”，提升学生课堂参与度、理论应用能力与公共参与素养，为新时代高中思政课教学改革提供可借鉴的实践范式。

Abstract: To implement the construction requirements of activity-based subject curriculum stipulated in the “General High School Ideological and Political Curriculum Standards (2017 Edition 2020 Revised)”, and to solve the current problems such as the situation where the creation of ideological and political education situations is disconnected from students’ lives, being merely formalistic, and having homogeneous resources, in order to enhance the attractiveness and educational effectiveness of ideological and political education courses, this study takes the activity-based subject curriculum as the theoretical perspective, adopts the methods of literature research and case analysis, and systematically explores the value, difficulties and practical paths of creating life-like situations for ideological and political education courses. The study clarifies that the life-like situation is the key carrier that connects theoretical knowledge with life experience, carries activity-based teaching, and cultivates core qualities of ideological and political education; the current creation of life-like situations for ideological and political education courses has three practical dilemmas: content disconnection, formality of performance, and homogeneity of resources. The root causes lie in the deviation of teachers’ concepts, insufficient design ability, the restriction of evaluation orientation, and the lack of resource development. Based on this, the study proposes four practical paths of creating life-like situations: empathetic, rooted, issue-based, and experiential, and uses “Campus Surrounding Food Safety Governance” as an example to design and verify a complete teaching case. The results show that creating life-like situations based on students’ daily life, local resources, social hotspots, and integrated virtual and real scenarios can effectively promote the “activityization of course content and curriculumization of activity content” in ideological and political education courses, enhance students’ classroom participation, theoretical application ability and public participation literacy, and provide a referential practical model for the teaching reform of ideological and political education courses in the new era.