【作者】 张硕；

【导师】 张爱丽；

【作者基本信息】 河北师范大学 ， 学科教学（思政）（专业学位）， 2021， 硕士

【摘要】 高中思想政治课的根本任务是立德树人,培养学生的学科核心素养,而依靠传统的灌输式、说教式教学,学生核心素养的培育很可能成为一句空话。因此,在2017版《普通高中思想政治课程标准》中首次提出要构建以培育思想政治学科核心素养为主导的活动型学科课程,倡导议题式教学的教学方法。设计恰当的教学议题是开展议题式教学的首要环节,是教学设计的中心。一个好的议题是有效实施议题式教学的关键,可以让学生在思维探索、交流探讨中澄清价值误区,体验知识的价值,从而培养学生的多种能力。因此,本文将研究视角聚焦于议题设计,讨论其现存问题并给出对策建议。本文共分为引言、正文和结语三部分。引言部分说明了本文的选题背景、研究意义、综述国内外研究现状、明确本文研究思路和方法。通过阅读文献,笔者发现在新课标指引下关于议题式教学的研究进行的如火如荼,众多学者将研究聚焦于议题式教学实施的总体策略上,鲜少有人专门研究议题的开发设计,而教学议题的设计却是教学得以顺利开展的关键步骤。因此,笔者将研究视角聚焦在议题设计上,意图为完善思想政治学科教学方法、提升教学效果提出建议。正文主要分三部分:第一部分,介绍高中思想政治课中议题设计的相关概念,包括议题设计的内涵、理论基础、重要性等。议题作为整节课的焦点,既要承载课程内容,又要展示价值判断的基本观点,还要能促进学生思维的碰撞,激发合作探究的积极性。第二部分,根据已有文献及调查结果,从教学议题的设计依据入手,结合教师、学生对课堂教学议题设计、实施的反馈来探究高中思想政治课教学中议题设计存在问题及原因,以期启发教师思考如何解决困难,实现议题式教学的落地。第三部分,从教师关于议题设计的理念、所需能力、所循原则等方面对设计课堂教学议题提出了几点看法,着重强调了教师应彰显地方特色,构建本土资源化议题并调动多元主体参与议题设计,以拉近书本知识与学生的距离。更多还原

【Abstract】 The fundamental task of the high school ideological and political course is to foster morality and cultivate students’ core literacy of the subject.However,relying on traditional indoctrination and preaching teaching,the cultivation of student core literacy may become empty talk.Therefore,in the 2017 edition of "Ordinary High School Ideological and Political Curriculum Standards",for the first time,it is proposed to build an activity-based curriculum led by cultivating the core literacy of ideological and political disciplines,and advocate the teaching method of topic-based teaching.Designing appropriate teaching topics is the primary link of topic-based teaching and the center of teaching design.A good topic is the key to the effective implementation of topic-based teaching.It allows students to clarify value misunderstandings in thinking exploration,communication and discussion,experience the value of knowledge,and cultivate students’ multiple abilities.Therefore,this article focuses the research perspective on the existing problems and countermeasures of the topic design.This article is divided into three parts: introduction,body and conclusion.The introduction explains the background of the topic,the significance of the research,summarizes the current research situation at home and abroad,and clarifies the research ideas and methods of this article.Through reading the literature,the author found that the research on topic-based teaching under the guidance of the new curriculum standards is in full swing.Many scholars focus their research on the overall strategy of topic-based teaching implementation.Few people specialize in the development and design of topics,and teaching topics The design is a key step for the smooth development of teaching.Therefore,the author focuses the research perspective on the topic design,and intends to make suggestions for improving the teaching methods of ideological and political subjects and improving the teaching effect.The main text is divided into three parts,The first part introduces the related concepts of topic design in high school ideological and political classes,including the connotation,theoretical basis,and importance of topic design.As the focus of the whole class,the topic should not only carry the content of the course,but also show the basic point of view of value judgment,but also can stimulate the enthusiasm of students’ thinking collision and cooperative inquiry.The second part,combined with the previous readings and surveys,starts with the basis for the design of teaching topics,and combines teachers and students ’feedback on the design and implementation of classroom teaching topics to explore the reasons for the problems in the topic design in the teaching of high school ideological and political courses,in order to inspire teachers to think How to solve the difficulties and realize the implementation of topic-based teaching.The third part puts forward several views on the design of classroom teaching topics from the teachers’ concept,required abilities,and principles of topic design,emphasizing that teachers should highlight local characteristics,build local resource topics and mobilize multiple subjects Participate in topic design to narrow the distance between book knowledge and students.更多还原