《普通高中思想政治课程标准（2017年版2020年修订）》提出了“指向核心素养及其关键行为表现，实现学科任务、评价情境、学科内容三者有机融合”的命题框架。2020年教育部考试中心颁布的《中国高考评价体系》指出“情境”与“情境活动”是实现高考考查内容与考查要求的载体。高考评价体系中的“一核”考查目的、“四层”考查内容和“四翼”考查要求，是通过情境这一载体来落实的，即通过选取适宜素材，再现学科理论产生的场景或呈现现实中的情境，让学生在真实背景下发挥核心价值引领作用，运用必备知识和关键能力解决实际问题，全面综合展现学科核心素养水平。

评价情境设计是基于学科核心素养的命题的关键，关乎着素养落地的教育改革推进，也是体现教师专业能力素养的要素之一。为此，本研究立足于思想政治学科，尝试探索基于学科核心素养的思想政治评价情境设计的原则和策略，以期帮助一线教师提高日常学业评价中的命题能力，提升命题质量，推动核心素养测评的深入发展。本文分为四个主体部分：第二章对评价情境设计的相关概念和理论依据进行梳理，明确了评价情境在核心素养测评中的意义。第三章以《普通高中思想政治课程标准》《中国高考评价体系》为依据，参考了比利时教育家易克萨维耶•罗日叶提出的情境类型学，在以辨别参数、内容参数、装扮参数为一级维度的基础上重构二级维度形成思想政治学科评价情境分析框架。利用分析框架对近八年高考全国文综I卷和北京卷政治试题进行文本分析，得出当前高考思想政治评价情境设计提供的借鉴。第四章在前面梳理理论和文本分析的基础上，探索了基于学科核心素养的思想政治评价情境设计的四个原则：思想性与价值性、真实性和典型性、公平性与适切性、开放性与探究性，以及以“立意一取材一加工一建构一呈现”为流程的评价情境设计的策略。第五章将理论运用于实践中，进行评价情境设计运用，从而检验理论的可行性。根据实际的测试反馈结果对评价情境的立意层面、建构层面和呈现层面进行了深入反思。

Testing with paper and pencil has long been a primary method of evaluating teaching and an essential way to choose talents. As China's basic education curriculum reform advances, literacy-based education is taking a significant step forward. How to reflect the requirements of core competencies in exam evaluation has become an important research topic at present.Proposed is a propositional framework, "Curriculum Standards for Ideological and Political Education  (2017Edition, 2020Revision)", that seeks to recognize core competencies and their essential behavioral expressions, while simultaneously unifying subject tasks, evaluation contexts,In 2020, the Ministry of Education's National Education Examinations Authority released the Evaluation System for China's College Entrance Examination, encompassing both subject material and other elements.Context is used to execute the "one core" college entrance examination, which is founded on two elements: problem situation and situation activity. The "four layers" examination, the "four wings" examination, and the "examination" - these are all components of the examination, and the selection of suitable materials is the way to do it. comprehensively demonstrating the level of subject core literacy.

The proposition, founded on the core competencies of the subject and pertinent to the implementation of literacy in education reform, is founded on the design of evaluation scenarios. This research, which is a reflection of teachers' literacy and proficiency.Exploring the fundamentals of ideological and political evaluation scenarios, founded on the core competencies of the field, is the aim.In this article, the context typology of Yiksavier Rojje, the "Standards for Ideological and Political Courses in Ordinary High Schools", and the "", are utilized to construct structures and assess a variety of contexts.The Chinese College Entrance Examination's evaluation system distinguishes between parameters and content parameters, and Chapter 3 applies a situational analysis framework based on the primary element of dressing parameters to evaluate ideological and political disciplines. This framework is then used to analyze the political queries of the National College Entrance Examination (NCEE) I and Beijing papers from the past eight years.Drawing upon the current ideological and political assessment circumstances, we shall investigate five precepts for constructing ideological and political frameworks. And the strategy of designing evaluation scenarios based on the context of "intention, material selection, processing, construction, and presentation". Chapter 5 applies theory to practice and designs evaluation scenarios to test the feasibility of the theory. Based on the actual test feedback results, in-depth reflection was conducted on the conceptual, constructive, and presentation levels of the evaluation context.