“综合探究”栏目是高中思想政治教材的重要组成部分，它是学生进行综合实践探究活动、进行自主性学习的重要载体，“综合探究”课也是提高学生探究能力、合作能力、创新能力的重要平台。但是在长期的高中思想政治课教学实践中，“综合探究”课的教学设计和实际教学存在着一些问题，导致“综合探究”课教学实效性低下。尤其是目前统编版新教材已在全国推广使用，新课标当中也强调要把思想政治课打造成“综合性、活动型”的学科课程，所以，有必要对当下高中思想政治“综合探究”课的教学设计进行分析和研究。

首先，本文梳理了国内外关于“综合探究”课教学的研究，从而对高中思想政治“综合探究”课有了详细的了解。在对国内外文献进行分析的基础上，阐述了“综合探究”课的重要性与课型特点，对新旧教材“综合探究”内容进行细致地分析，明确了高中思想政治“综合探究”课教学设计应坚持的基本原则，阐明了高中思想政治“综合探究”课教学设计的理论基础，为优化高中思想政治“综合探究”课教学设计做了充分的理论准备。其次，为进一步了解当下高中思想政治“综合探究”的教学设计现状和实施现状，进行了问卷和访谈调查，发现当前高中思想政治“综合探究”课教学设计存在以下问题：教学目标设计轻视素养、教学内容设计不够灵活、教学方法设计过于单一、教学过程设计不够完整。通过分析，这些问题是由教师对“综合探究”课的重视程度不够、教师对“综合探究”课进行课后反思的意识不够、对资源的整合及利用率不强、教学设计创新能力有待提高四个主要原因造成的。在全面分析问题成因的基础上，从教学目标、教学内容、教学方法、教学过程这个四个方面提出“综合探究”课的教学设计策略，一是分层设计教学目标必须要体现学科核心素养、基于学生学情、根据具体内容设置特殊化目标；二是灵活处理教学内容必须要处理教材、创设情境、创设议题；三是设置多样化教学方法；四是细化教学过程。最后，依据前文内容，以《方向决定道路 道路决定命运》一课为例，结合综合探究课教学设计的策略，分析如何在高中思想政治“综合探究”课中应用设计策略，检验其有效性。

通过分析，高中思想政治“综合探究”课教学设计只有灵活处理教学内容、分层设计教学目标、丰富教学方式和细化教学过程，才能不断提高“综合探究”课教学的实效性。

The "Comprehensive Inquiry" column is an important part of the ideological and political textbooks of high schools, it is an important carrier for students to carry out comprehensive practical inquiry activities and independent learning, and the "comprehensive inquiry" course is also an important platform for improving students' ability to explore, cooperate and innovate. However, in the long-term teaching practice of high school ideological and political classes, there are some problems in the teaching design and implementation of the "comprehensive inquiry" course, resulting in the low effectiveness of the teaching of the "comprehensive inquiry" course. Especially at present, the unified version of the new textbook has been promoted and used throughout the country, and the new curriculum standards also emphasize the need to build ideological and political courses into "comprehensive and activity-oriented" subject courses, so it is necessary to analyze and study the teaching design of the current high school ideological and political "comprehensive inquiry" courses.

First of all, this paper sorts out the research on the teaching of "comprehensive inquiry" courses at home and abroad, so as to have a detailed understanding of the "comprehensive inquiry" courses of high school ideology and politics. On the basis of the analysis of domestic and foreign literature, the importance and characteristics of the "comprehensive inquiry" course are expounded, the content of the "comprehensive inquiry" of the new and old textbooks is carefully analyzed, the basic principles that should be adhered to in the teaching design of the high school ideological and political "comprehensive inquiry" course are clarified, the theoretical basis of the teaching design of the high school ideological and political "comprehensive inquiry" course is clarified, and the teaching design of the ideological and political "comprehensive inquiry" course of high school is fully theoretically prepared. Secondly, in order to further understand the current situation and implementation status of the teaching design of the current high school ideological and political "comprehensive inquiry", questionnaires and interviews were conducted, and it was found that there are the following problems in the current teaching design of the high school ideological and political "comprehensive inquiry" course: the design of teaching objectives despises literacy, the design of teaching content is not flexible enough, the design of teaching methods is too single, and the design of the teaching process is not complete. Through analysis, these problems are caused by four main reasons: teachers' lack of attention to the "comprehensive inquiry" class, teachers' insufficient awareness of after-school reflection on the "comprehensive inquiry" class, weak integration and utilization of resources, and the ability to innovate in teaching design. On the basis of comprehensive analysis of the causes of the problem, the teaching design strategy of the "comprehensive inquiry" course is proposed from the four aspects of teaching objectives, teaching content, teaching methods and teaching process, one is that the hierarchical design teaching objectives must reflect the core literacy of the discipline, based on the students' learning conditions, and set special goals according to the specific content; the second is to flexibly deal with the teaching content, it is necessary to deal with the teaching materials, create situations, and create topics; the third is to set up diversified teaching methods; and the fourth is to refine the teaching process. Finally, based on the previous content, taking the lesson "Direction Determines the Road, The Road Determines the Destiny" as an example, combined with the teaching design strategy of the comprehensive inquiry class, how to apply the design strategy in the high school ideological and political "comprehensive inquiry" class is analyzed to test its effectiveness.

Through analysis, the teaching design of "comprehensive inquiry" course can continuously improve the effectiveness of the teaching of the "comprehensive inquiry" course only by flexibly handling the teaching content, designing the teaching objectives in layers, enriching the teaching methods and refining the teaching process.