《普通高中思想政治课程标准（2017年版2020年修订）》在其实施建议中着重强调了教学方法的创新与改革，明确提出“优化案例，采用情境创设的综合性教学形式”，意味着案例教学在高中思想政治教学中的地位和作用得到了进一步的提升和重视。虽然相关研究数量众多，但以案例教学法在高中思想政治课中存在的问题和优化策略的概述为主，缺少对案例或教师等方面的单独、详细论述，实证研究较少，基本从高中思想政治课整体出发，聚焦某一具体模块尤其是哲学部分的研究较少。

案例教学法作为高中哲学教学中广泛应用的一种教学方法，具有目标导向性、真实典型性、学生主体性、动态启发性和鲜明的综合性等特点，在促进哲学概念的理解、培养学生核心素养、促进教师专业发展等方面独具优势，

通过对学生展开问卷调查和访谈一线教师发现，在真实教育教学环境中，高中哲学教学中的案例教学法仍存在案例搜集整理难度大、组织实施时效性不足等亟需解决的问题，这些问题可以归因于教师案例教学技能缺乏、学生习惯被动式学习、综合性教学评价尚不成熟。针对以上问题，结合文献学习和专业学习中的思考，通过对已有的具体案例进行深入分析，笔者从选编优质案例，优化情境功能；转换教师角色，指导案例实施；转变学生学习方式，培育核心素养三个大方面提出优化策略。教师、学生与外部环境需协同发力，才能真正使案例教学在高中哲学教学中发挥实效。

研究案例教学法在高中哲学教学中应用的优化策略具有深化案例教学法本质和功能的认识、完善案例教学法组织和实施体系、推动与其他教学方法融合发展的理论意义和落实课程标准要求，提升教学实效，培育学生核心素养，助力全面发展的实践意义。本研究可以为高中哲学教学的改革和创新、培养具备核心素养的时代新人提供新的思路和方法。

The General High School Ideological and Political Curriculum Standard (2017 Edition Revised in 2020) emphasizes the innovation and reform of teaching methods in its implementation suggestions, and clearly puts forward "optimizing cases and adopting the comprehensive teaching form of context creation", which means that the status and role of case teaching in high school ideological and political teaching have been further elevated and emphasized. Although there are a large number of related researches, they are mainly focused on the overview of the problems and optimization strategies of the case teaching method in high school ideological and political courses, and lack of separate and detailed discussions on the cases or teachers, and there are fewer empirical researches, which basically start from the whole of the high school ideological and political courses, and focus on the research on a specific module, especially the philosophical part, which is relatively small.

As a widely used teaching method in high school philosophy teaching, the case teaching method is characterized by goal orientation, authenticity and typicality, student subjectivity, dynamic enlightenment and distinctive synthesis, and has unique advantages in promoting the understanding of philosophical concepts, cultivating students' core qualities and promoting teachers' professional development.

Through the questionnaire survey of students and interviews with front-line teachers, it is found that in the real educational and teaching environment, the case teaching method in philosophy teaching in high school still exists problems that need to be solved, such as the difficulty of collecting and arranging cases, and the insufficient timeliness of organizing and implementing cases, which can be attributed to the lack of teachers' skills in case teaching, the habit of students' passive learning, and immature evaluation of comprehensive teaching and learning. In view of the above problems, combined with the literature study and professional learning in the reflection, through the existing specific case in-depth analysis, the author from the selection of high-quality cases, optimize the function of the context; change the role of teachers to guide the implementation of the case; change the students' way of learning to cultivate the core qualities of the three major aspects of the optimization strategy. Teachers, students and the external environment need to work together to make case study teaching effective in high school philosophy teaching.

Studying the optimization strategy of case study teaching in high school philosophy teaching has the theoretical significance of deepening the understanding of the essence and function of case study teaching, perfecting the organization and implementation system of case study teaching, promoting the integration and development of other teaching methods, and the practical significance of implementing the requirements of curriculum standards, enhancing the effectiveness of teaching, cultivating students' core qualities, and contributing to the all-around development. This study can provide new ideas and methods for the reform and innovation of philosophy teaching in high school and the cultivation of new generations with core literacy.