【作者】 张丹；

【导师】 李振华； 李理；

【作者基本信息】 长江大学 ， 学科教学（思政）， 2025， 硕士

【摘要】 情境教学法是教师通过创设一定的场景,让学生在情境体验中理解和收获学科知识,发展心理机能的教学方法。《普通高中思想政治课程标准(2017年版2020年修订)》中69处提到情境,明确倡导教师要善于运用情境教学法开展思政课程教学。该方法将抽象的思政学科知识寓于具体的情境,引导学生深入情境探究,促进知识内化,提升学生将知识运用于社会实践的能力与素养。高中思想政治学科与情境教学法高度契合,对于促进学生全面发展和提升课堂效果具有重要意义,完全契合了我国新课程改革的方向和素质教育理念的实施。本研究立足于高中思政课新课标,以思想政治学科核心素养为指引,结合具体的教学实际案例,探讨情境教学法在高中思想政治课中的运用。通过问卷调查和访谈调查的方法,系统梳理了情境教学四个环节存在的问题,并深入剖析原因,最终提出相应解决对策,旨在使情境教学法在高中思政课堂中释放最大效能,推动教学质量的提升。本文的写作分为三个部分。首先,系统地梳理了情境与情境教学法的基本概念,阐明了高中思政课运用情境教学法的理论依据和在课堂中运用该方法的必要性。其次,通过调查数据分析发现,虽然情境教学法在高中思政课堂中发挥着重要的积极作用,但在实际运用过程中仍存在一些问题,如素材选取脱离学生生活、情境创设方式比较单一、情境分析引导不够深入和情境总结重知识轻育人等。深入探究其原因,主要包括部分教师情境素材资源积累不够、情境教学理念过于狭隘、情境分析引导能力不强和情境育人意识比较淡薄;针对上述问题及其成因,提出了教师要注重生活化情境素材的积累、更新理念丰富情境创设、提升情境分析引导能力和强化情境育人意识等对策;最后,本文选取人教版高中政治教材必修四《哲学与文化》中“价值与价值观”为课题,对其进行课例分析并展示课堂教学实录,以期为高中思想政治课教师提供具体可行的实践教学案例,帮助他们更好地运用情境教学法,以实现教学目标和提升教学效果。更多还原

【Abstract】 The situational teaching method is a teaching approach where teachers create certain scenarios,enabling students to understand and acquire subject knowledge and develop their psychological functions through situational experiences.Context is mentioned 69 times in the“Ideological and Political Curriculum Standards for Ordinary High Schools(2017edition,2020 revision)”,which clearly advocates that teachers should be proficient in using situational teaching methods to conduct ideological and political course teaching.This method puts the abstract knowledge of high school ideological and political course into specific situations,guides students to explore these situations deeply,promotes the internalization of knowledge,and enhances students’ability and literacy to apply knowledge to social practice.High school ideological and political course is highly compatible with the situational teaching method,which is of great significance for promoting students’all-round development,improving classroom effectiveness,and fully aligns with the direction of China’s new curriculum reform and the implementation of the concept of quality education.This study,based on the new curriculum standards of high school ideological and political course,guided by the core literacy of ideological and political disciplines,and combined with specific teaching cases,explores the application of situational teaching methods in high school ideological and political course.Through questionnaire surveys and interview investigations,this thesis systematically sorts out the problems existing in the four links of situational teaching,deeply analyzes the causes,and finally puts forward corresponding solutions,aiming to maximize the effectiveness of situational teaching methods in high school ideological and political classes and promote the improvement of teaching quality.The writing of this thesis is divided into three parts.Firstly,it systematically combs the basic concepts of situations and situational teaching methods,clarifies the theoretical basis for applying situational teaching methods in high school ideological and political courses,and expounds the necessity of using this method in the classroom.Secondly,through the analysis of survey data,it is found that although the situational teaching method plays an important positive role in high school ideological and political classes,there are still some problems in the actual application process:the selection of teaching materials is divorced from students’lives,the ways of situation creation are relatively simple,the guidance for situation analysis is not in-depth enough,and the situation summary emphasizes knowledge while neglecting education.Upon in-depth exploration of the reasons,it is found that the main problems of some teachers include insufficient accumulation of situational teaching material resources,too narrow a concept of situational teaching,weak ability in guiding situation analysis,and relatively weak awareness of situation-based education.In response to the above problems and their causes,countermeasures are proposed,such as teachers should pay attention to the accumulation of life-oriented situational teaching materials,break through the shortcomings of their concepts to enrich situation creation,improve their ability to guide situation analysis,and strengthen their awareness of situation-based education.Finally,this thesis selects the topic“Values and Value Concepts”from“Philosophy and Culture”,the fourth compulsory political textbook for high school published by the People’s Education Press,conducts a case analysis and presents the classroom teaching record,aiming to provide specific and feasible practical teaching cases for high school ideological and political teachers,helping them to better use situational teaching methods to achieve teaching goals and improve teaching effectiveness.更多还原