《普通高中思想政治课程标准（2017年版2020年修订）》在教学建议中指出，要采用情境创设的综合性教学形式。作为一种创新性的教学方法，情境教学法体现高中生的心理特征与认知水平，符合新课标的实施建议与情境设计要求，遵循新教材的编写特点与基本原则，契合新高考的改革风向与命题趋势，有利于培育学科核心素养。新教材《经济与社会》突出“四化三贴近两尊重”的原则，也强调了优化情境的特点。然而在实践中，二者的结合仍存在许多障碍。因此，本研究将聚焦情境教学法在《经济与社会》中的运用，通过实际调查，总结出情境教学法在《经济与社会》中运用的策略，以期提高教学实效性。

首先，简要说明本论文选题的研究背景和研究意义，综述情境教学法的国内外研究现状，并明确研究内容和创新点。在此基础上，对情境、情境类型与情境教学法三个概念进行界定，分析其理论基础，并结合《经济与社会》阐述二者结合的可行性和重要性。其次，借助教育实习机会，通过问卷和访谈等调查方法，发现当前情境教学法在《经济与社会》中的运用存在下列问题：情境目标应试，针对性不足；情境来源单一，多样性不强；情境分配不均，贯穿性不强；情境评价刻板，科学性不够。现存问题的主要原因包括：对目标的理解不够深刻；对情境的选择不够丰富；对流程的设计不够了解；对过程的关注不够充分。再者，针对上述问题及分析，本研究提出了情境教学法在《经济与社会》中运用的策略，分别是研读课标要求，厘清情境教学目标；精选各类素材，灵活设计多样情境；遵循认知规律，规范情境教学步骤；重视途径多元，完善教学评价体系。最后，以《经济与社会》中“我国的个人收入分配”框题为例进行课堂教学，对上述策略进行反思，发现本文构建的运用策略在实际教学中取得了一定成效，但仍存在一些不足，需要在今后的实践中不断完善。

立足于新课程改革的发展，本研究联系高中思想政治课教学实际，提出情境教学法在《经济与社会》中运用策略。在此基础上，以“我国的个人收入分配”一课为例设计高中思想政治情境教学课例，检验教学效果并进行总结反思，希望本研究对于一线政治教师运用情境教学法能有所帮助。

Standards for the general high school ideological and political curriculum (2017 edition revised in 2020) state in the teaching recommendations that a comprehensive form of teaching and learning in the form of contextualization should be used.As an innovative teaching method, situational teaching method reflects the psychological characteristics and cognitive level of high school students, conforms to the implementation suggestions of new curriculum standards and situational design requirements, follows the writing characteristics and basic principles of new textbooks, conforms to the reform trend and proposition trend of the new college entrance examination, and is conducive to cultivating the core literacy of subjects.The new textbook "Economy and Society" highlights the principle of "four modernizations, three closeness and two respects", and also emphasizes the characteristics of optimizing the situation.However,in practice,there are still many obstacles in the combination of the two.Therefore,this study will focus on the use of situational teaching method in"Economy and Society",and through investigation,summarize the strategies of the use of situational teaching method in"Economy and Society",in order to improve the effectiveness of teaching.

First of all,the research background and research significance of the selected topic of this dissertation are briefly explained, the current status of domestic and international research on contextual pedagogy is summarized, and the contents and innovations of this research are clarified. On this basis,the three concepts of situation,situation type and situational teaching method are defined,the theoretical basis is analyzed,and the feasibility and importance of the combination of the two are elaborated combined with"Economy and Society". Secondly, through questionnaires and interviews and other investigation methods, the following problems were found to exist in the current use of situational teaching method in Economy and Society: the situational objectives are exam-oriented, insufficient pertinence; the source of the situation is single, the diversity is not strong; the distribution of the situation is uneven, the penetration is not strong; the situational evaluation is rigid, the scientific nature is not enough. The main reasons for the existing problems include: the understanding of the objective is not deep enough; the choice of the situation is not rich enough; the design of the process is not enough understood; the attention to the process is not enough. Moreover, in view of the above problems and reasons, this study proposes the strategies for the use of situational teaching method in "Economics and Society", which are to study the requirements of the curriculum, clarify the teaching objectives of the situation; select all kinds of materials, flexible design a variety of situations; follow the cognitive laws, standardize the teaching steps of the situation; pay attention to the multiple ways, improve the teaching evaluation system.Finally, taking "the distribution of personal income in China" in "Economy and Society" as an example to conduct classroom teaching and reflect on the above strategies, it is found that the application strategy constructed in this paper has achieved certain results, but there are still some shortcomings, which need to be constantly improved in future practice.

Based on the development of the new curriculum reform, this study combines the teaching practice of high school ideology and politics, and puts forward the application strategy of situational teaching method in Economics and Society. On this basis, taking "the distribution of personal income in China" as an example to design a high school ideology and politics situational teaching lesson, test the teaching effect and summarize and reflect, hoping that this study can provide help for front-line political teachers to use situational teaching method.