问题引导式教学在高中思政课中的应用路径探析——以课程“文化的内涵与功能”为例

An Analysis of the Application Path of Problem-Guided Instruction in High School Ideological and Political Courses—Taking the Lesson “The Connotation and Function of Culture” as an Example

摘要: 本文基于建构主义学习理论与思维五步法理念，探讨问题引导式教学在高中思想政治课中的实践路径。以高中思想政治教材必修四《哲学与文化》第三单元第七课“文化的内涵与功能”一课为教学案例，从情境创设、问题链设计、教学活动组织及思维进阶等环节系统阐述了如何通过真实、开放、递进的问题引导学生开展深度学习。研究指出，问题引导式教学不仅有助于激发学生的探究兴趣与高阶思维，还能够增强思政课的育人实效与学生价值认同，是实现知识建构与素养提升的有效教学模式。文中结合教学反思，对问题设计的层次性、思维张力及教师角色转变提出针对性建议，以期为高中思政课教学改革提供参考。

Abstract: Based on constructivist learning theory and Dewey’s five-step method of thinking, this paper explores the practical application of problem-guided instruction in high school ideological and political courses. This paper takes the lesson “The Connotation and Functions of Culture” (Lesson 7, Unit 3) from the compulsory textbook Philosophy and Culture of senior high school ideological and political course as a teaching case, it systematically expounds how to guide students toward deep learning through authentic, open, and progressive questions, covering aspects such as context creation, question chain design, organization of teaching activities, and cognitive advancement. The study indicates that problem-guided instruction not only stimulates students’ inquiry interest and higher-order thinking but also enhances the educational effectiveness of ideological and political courses and students’ value identity. It represents an effective teaching model for achieving knowledge construction and competence improvement. Drawing on teaching reflections, the paper offers targeted suggestions regarding the layering of question design, the tension of thinking, and the transformation of the teacher’s role, aiming to provide a reference for the reform of high school ideological and political education.