探究式教学有利于培养学生的探究意识、问题意识、质疑精神及实践创新能力等，并且在教学中发挥着不可替代的重要作用。目前，广大教育工作者已广泛认同和普遍接纳探究式教学方法在教学实践中的应用。探究式教学由多种要素组成，其中“问题”要素贯穿整个教学过程，探究式教学从问题的设计开始，探究式教学的主线是问题探究，探究式教学的归宿是问题解决，可见，“问题”作为探究式教学的核心，应该受到重视。 首先，本文对“思想政治课探究式教学”、“问题设计”等关键概念进行阐释，提出“思想政治课探究式教学中的问题设计”是指：在思想政治课实施探究式教学前或者过程中，教师设计问题诱发学生产生思维困境，进而创造问题情境，启发学生在发现问题、分析问题、解决问题的过程中掌握知识、发展能力、提高觉悟等的一系列精心设计与研究。并结合实际情况从探究式教学、学生、教师三方面对“问题设计”这一探究教学首要环节的重要意义做出阐述。其次，本文借助对教师访谈内容、学生问卷调查结果、课堂教学实录等的分析，揭示思想政治课探究式教学中问题设计存在诸如问题设计流于形式、难度与数量失度、全局性考虑不足、结论标准化等问题，并进一步从教师、学生两方面分析问题设计环节存在问题的原因。然后，通过参考已有相关理论，本文从不同角度提出问题的多种类型，并结合现存问题与成因，确定本文研究的主要问题类型-“核心问题”与“辅助问题”，并创新性地提出核心问题设计的基本要求与具体步骤。最后，依据前述内容，以《消费及其类型》一课为例设计教学方案并实施，结合学生反馈效果分析，可见本论文研究的具体方法具有可操作性和有效性。

Inquiry teaching is conducive to cultivating students' inquiry consciousness, problem consciousness, questioning spirit and practical innovation ability, and plays an irreplaceable role in teaching. At present, the majority of educators have widely recognized and accepted the application of inquiry teaching method in teaching practice. Inquiry-based teaching consists of many elements, among which the "problem" element runs through the whole teaching process. Inquiry-based teaching starts from the design of problems, the main line of inquiry-based teaching is problem exploration, and the end-result of inquiry-based teaching is problem solving. It can be seen that "problem" as the core of inquiry-based teaching should be paid attention to. Firstly, this paper explains the key concepts of "inquiry teaching" and "problem design" in Ideological and political course, and puts forward that "problem design" in Inquiry Teaching of Ideological and political course. It refers to: before or during the implementation of inquiry teaching of Ideological and political course, through the design problems, students will be induced to have thinking difficulties, create problem situations, and inspire students to discover and analyze problems. A series of elaborate designs and studies are carried out to master knowledge, develop ability and raise consciousness in the process of solving problems. Combining with the actual situation, this paper expounds the significance of "problem design" as the primary link of inquiry teaching from three aspects: inquiry teaching, students and teachers. Secondly, by means of the analysis of the content of teacher interviews, the results of students' questionnaires and classroom teaching records, this paper reveals the problems of problem design in the inquiry-based teaching of Ideological and political courses, such as the problem design being formalized, the difficulty and quantity being out of order, the overall situation being insufficient, the conclusion being standardized, and further analyses the problem design loop from three perspectives: system, teachers and students. The reasons for the problems in the section. Then, by referring to the existing relevant theories, this paper puts forward various types of problems from different angles, and combines the existing problems and causes to determine the main types of problems studied in this paper - "core issues" and "auxiliary issues", and innovatively puts forward the basic requirements and concrete steps of the design of core issues. Finally, according to the aforementioned content, taking the course "Consumption and its Types" as an example, the teaching plan is designed and implemented, the feedback effect of students is analyzed, and the operability and effectiveness of the content of this paper are tested.